Overview
In this unit, we will build on our discussion of diversity and inclusion to consider how we can create authentic, rich, and inclusive learning communities within our online or face-to-face classrooms. We will explore the role of the teacher in creating inclusive learning communities within intercultural contexts, as well as the importance of “identity safe classrooms” (Steele, n.d.) in which students have a deep sense of belonging.
Topics
In this unit, we will explore the following topics:
- Culturally Inclusive Learning Communities
- Belonging in the Classroom
- Identity Safe Classrooms
Unit Learning Outcomes
When you have completed this unit you should be able to:
- Discuss the role of the teacher in creating inclusive learning communities.
- Identify culturally inclusive elements of a learning environment.
- Discuss elements of an identity safe classroom.
- Describe the experience of students in an inclusive learning community.
Activity Checklist
Here is a checklist of learning activities you will benefit from in completing this unit. You may find it useful for planning your work.
Assessment
- Unit 7 Discussion: Post your response to Strategies for Creating Identity Safe Classrooms.
- Assessment: Assignment 3: Culturally Inclusive Learning Community Paper (20%): Write a 7-10 page paper in which you describe a culturally inclusive learning community, drawing on the literature you have read throughout this course.
7.1 Culturally Inclusive Learning Communities
When we teach in culturally diverse classrooms, or teach in an international context, we engage in that teaching/learning environment in a manner that is shaped both by our cultural identity and our own learning experience. The challenge with both, is that they are both so ingrained in us that we often are unable to critically reflect on how these aspects of our identity and educational experience shape our assumptions about education.
In their book, Teaching Cross-Culturally: An Incarnational Model for Learning and Teaching, Lingenfelter and Lingenfelter (2003) critically reflect on their own experiences teaching internationally, including the format of schooling, our assumptions related to intelligence and learning, and the role of the teacher. Only when we become aware that our assumptions about education are culturally-informed are we able to prepare to encounter a schooling experience that differs from our own.
7.1.1 Activity: Reflective Journal
7.1.2 Activity: Reading
7.2 Belonging in the Classroom
Educational researchers argue that a sense of belonging provides a critical foundation for learning. Tinto (2016) posits that a “sense of belonging” is one of three critical elements that contribute to student persistence in higher education (the others: academic self-efficacy and student perceptions about the value of the curriculum). “Students have to come to see themselves as a member of a community of other students, faculty and staff who value their membership – that they matter and belong” (Tinto, 20160, para. 9). Students must feel they belong within the large university community, as well as to a smaller group where they are more deeply known.
Teachers and facilitators play a critical role in creating that sense of belonging within the classroom – in seeing and developing the potential for connection with and between learners and teachers.
Brene Brown (2017) argues that “the key to building a true belonging practice is maintaining our belief in inextricable human connection. That connection – the spirit that flows between us and every other human in the world – is not something that can be broken; however, our belief in that connection is constantly tested and frequently severed” (p. 117, italics in original).
What this means for us in international teaching, is that we must see beyond cultural assumptions and identities that may differ, in order to focus on our shared humanity. We can then begin to see the ways in which our experiences are both informed and shaped by culture – and the ways in which our experiences as humans transcend culture – the experiences of learning, love, and life.
Note: In LDRS 664 Creating and Leading Authentic Learning Communities, you will explore concepts and strategies related to creating authentic learning communities, diving deeper into the literature on this topic.
As you read, consider how you can create a sense of belonging within your classroom.
7.2.1 Activity: View and Listen
7.2.2 Activity: Reading
7.3 Identity Safe Classrooms
Steele and Cohn-Vargas (2014) coined the term “identity safe classrooms” as an environment where all students know that they belong. They argue that teachers do not need to be “colour-blind” but instead spaces in which students can be valued and allow them to share their own experiences and identities.
Steele and Cohn-Vargas (2014) describe the “4C’s” needed to create identity safe classroom environments, where students are engaged in a challenging curriculum within the context of effective relationships with each other (and the teacher).
- Child/Student Centered Teaching
- Classroom Relationships
- Cultivating Diversity as a Resource
- Caring Classroom Environment
Within this context, these scholars argue that in our roles as teachers, we not only teach subjects – we teach students. Creating environments in which the whole person is acknowledged, valued, and safe can serve to create a solid foundation for learning the subject matter.
7.3.1 Activity: View Interviews on Identity Safe Classrooms
Unit Summary
In this unit, we have explored concepts and strategies related to creating inclusive learning environments in which students experience a sense of belonging. As we move forward with this course, you will have the opportunity to further explore strategies to teaching within an international or culturally diverse context.
Assessment
Unit 7 Discussion: Strategies for Creating Identity Safe Classrooms
Steele and Cohn-Vargas (2014) have created resources and strategies for teachers to use to support student learning. While many of their resources are geared at K-12 students, many can also be adapted for university classrooms.
Review 2-3 resources on this site: Corwin Companion Site: Chapter Resources - Identity Safe Classrooms - Dorothy M. Steele and Becki Cohn-Vargas
Complete the exercise in at least one of the resources. After you have completed the exercise, post your response in the discussion forum for this unit.
Assignment 3: Culturally Inclusive Learning Community Paper (20%)
After completing this unit, including the learning activities, you will write a 7-10 page paper in which you describe a culturally inclusive learning community. The paper should include three sections:
- Describe the physical learning environment, the relationships between students/teachers and students/students, and specific aspects of the learning community, identifying how these contribute to creating an identity safe classroom.
- Discuss the role of the teacher in creating this environment.
- Describe the experience of a student in an inclusive learning community
Be sure to cite scholarly sources you have read in this unit and course, as well as sources from other courses and your own research.
Grading Criteria (Rubric)
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