Inclusive Pedagogies: Practicing What We Preach in the Academy

• In Event: 61.041 - Moving Disability Studies in Education Theory to Practice: Making the Theoretical Practical for Praxis

Abstract

This qualitative study investigates the effectiveness of case-based pedagogy using authentic scenarios as an instructional tool aimed at increasing faculty awareness and competence in terms of diversity. The directors of the social justice task force of a Northeast university composed authentic case studies based on reports of actual situations experienced by faculty and students as reported in university-wide surveys about diversity and inclusion. Using Disability Studies in Education theory this study identified aspects of teacher knowledge and teacher thinking about intercultural education and praxis that were facilitated via the use of case-based pedagogy. Preliminary results of the analysis suggest case-based pedagogy can have a positive impact on teacher knowledge of the variety of ways in which culture shapes us all.

Authors

• Janet S. Sauer, Lesley University

• Amy Gooden, Lesley University