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Inclusive Pedagogical Practices in Online Courses
Abstract
This chapter examines the best practices for creating inclusive online courses, focused at the K–12 level. It presents a theoretical framework that is rooted in teacher reflectivity and social justice in the classroom. Teachers should not only present voices from a diverse population, but also ask students to evaluate the dominant voices still left in the curriculum and how those voices shape societal institutions. Strategies recommended include, but are not limited to, being aware of cultural differences through both information gathering and experience; providing opportunities for communication that honor both students cultural and learning preferences; providing explicit course guidelines, expectations, and extended descriptions of course assignments; addressing the implementation of collaborative work with students of diverse backgrounds; and promoting students' cultural awareness through the critique of content.
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