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Equity Pedagogies for Inclusive Online Classrooms in Higher Education

Equity Pedagogies for Inclusive Online Classrooms in Higher Education
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Author(s): Ieda M. Santos (Emirates College for Advanced Education, UAE) and Wenli Wu (College of Professional and Continuing Education, The Hong Kong Polytechnic University, Hong Kong)
Copyright: 2022
Pages: 21
Source title: Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design
Source Author(s)/Editor(s): Sunil Ramlall (Concordia University Wisconsin, USA), Ted Cross (Western Governors University, USA) and Michelle Love (Western Governors University, USA)
DOI: 10.4018/978-1-7998-8275-6.ch023

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Abstract

Online learning continues to grow and is increasing including more diverse students. Diverse students with various backgrounds and experiences challenge educators to implement pedagogies to achieve equitable learning experiences and outcomes. This chapter aims to discuss four equity pedagogies commonly referred to in the literature that can contribute to democratic and inclusive learning experiences for all students. The chapter's four strategies include pedagogic voice, universal design for learning, equitable assessment, and collaborative learning. Although these strategies were discussed separately, the universal design for learning framework can incorporate both the pedagogic voice, equitable assessments, and collaborative learning while considering their unique perspectives. If well-designed and implemented, these strategies can help all students to receive fair education and prepare them to succeed in a changing world and become agents for social change. The chapter includes recommendations for practice and future research.

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