Strategies for Fostering Inclusive Classrooms in Higher Education : International Perspectives on Equity and Inclusion.

Intro -- Contents -- List of Contributors -- Series Editor's Introduction -- Innovations in Higher Education Teaching and Learning -- Introduction to Strategies for Fostering Inclusive Classrooms in Higher Education -- Introduction -- Defining Inclusive Classrooms -- Defining Diversity -- Defining Culture -- Defining Multiculturalism -- Creating Inclusive and Multicultural Classrooms -- Inclusive Strategies -- Summary -- Chapter Overviews -- Conclusion -- References -- Chapter 1: Global Perspectives on Academic Integrity -- Action Research -- Significance of Academic Integrity -- Challenges with International Students and Academic Integrity -- Cultural Values Differences -- Individualism Index -- Power Distance -- Indulgence versus Restraint -- Ethical Underpinnings -- Authorial Identity -- Action Research Results -- Detecting and Punishing Plagiarism -- Results -- Reaction -- Teaching Students How to Cite and Reference Properly - AI Workshop -- Results -- Communicating Significance of AI in all Courses -- Results -- Educating Students to be Self-authors (Part I) -- Results -- Educating Students to be Self-authors (Part II) -- Summary -- References -- Chapter 2: Valuing Knowledge(s) and Cultivating Confidence: Contributions of Student-Faculty Pedagogical Partnerships to Epistemic Justice -- Introduction -- Project Background, Research Question, and Methods -- Epistemic Justice as an Interpretive Framework -- Pedagogical Partnership as a Practice -- Project Findings: Promoting Epistemic Justice Through Pedagogical Partnership -- Creating More Equitable Conceptions of Knowing and Knowledge -- Who is a Knower? -- How Does Knowing Work? -- Which Knowledge has Worth? -- Fostering Epistemic Confidence -- Gaining Confidence -- Sharing Knowledge -- Discussion -- References.

Chapter 3: Cultural Mediation Pedagogy and Its Ability to Enable Bridge-Building Between Two Coexisting Groups That Do Not Meet -- Context -- Research Questions -- Relevance of this Research -- Conceptual Framework -- Methodology -- Data Collection -- Measurement Instruments -- Results -- TWO PEDAGOGICAL EXPERIENCES OF CULTURAL MEDIATION -- 1. Cultural mediation inside the classroom -- 2. Cultural mediation outside of the classroom -- CONCLUSION -- References -- Chapter 4: The Minimal Link of a Thing in Common: A Framework for Academic Outreach in Widening Participation in Australia -- Introduction -- The Link Project: Outlining the Challenge for Academic Outreach -- Mapping a Framework for Bridging Incongruence: The Minimal Link of a Thing in Common -- Opening Up the Pedagogical Space: "Making Meaning Through Montage" -- The Material Does it All: "I Remember" -- Subverting Curriculum: "To Kill a Mockingbird" -- Extracting the Model: "Universal Teaching" -- Conclusion -- References -- Chapter 5: Decolonizing the Classroom in Social Justice Learning: Perspectives on Access and Inclusion for Participants Living with Disabilities -- Introduction -- From the Literature -- Language as a Tool of Exclusion -- Social Justice Pedagogy -- Decolonizing Pedagogy -- Deconstruction Stories that have Become "Dominant": What is Validated Knowledge? -- Social Location -- Intersecting Identities within Pedagogical Practices -- Pedagogy and Program Review -- Workshop Content -- Additional Staff Feedback -- Conclusion -- References -- Chapter 6: Rethinking the Support Programmes for the Marginalised Students in Higher Education Through the Lens of Social Justice -- Introduction -- Widening Participation as a Policy Imperative -- Technology as a Widening Participation Strategy in HE in Africa -- HE Support Programmes and Services -- Social Justice Conceptualised.

Social Justice as a Widening Participation Strategy -- Conclusion -- References -- Chapter 7: Innovating Curriculum: Integrating Global Citizenship and Equity Education for Student Success -- Introduction -- Context of Centennial College -- GCE Education within Comprehensive Internationalisation -- Curricular Innovation: The Model Route and Learning Outcomes -- Elements of a GCE Assignment: Transformative Learning -- Evaluating the Success of GCE Education: Measuring Impact Through Research -- Findings and Analysis -- GCE Integration: From Theory to Practice -- Multidisciplinary Value of GCE Assignments -- Challenges and Opportunities -- Conclusion -- References -- Chapter 8: An Equity-Based Model of Teaching and Learning: Bridging the Academic Literacy Skills Divide in the English Classroom in South Africa -- Introduction -- Educational Inequality in South Africa -- Higher Education and Literacy in South Africa -- A Brief Overview OF RTL -- Sampling and Methodology -- Descriptive Results -- RtL in a Tertiary Context -- RtL in a Secondary School Context -- Discussion -- Support and Scaffolding -- Text Modelling -- Differentiated Processes and Practices -- Conclusion -- References -- Appendix 1A. Description of the Writing Samples: Tertiary Study -- Appendix 1B. Description of the Writing Samples: Secondary School Study -- Appendix 2. Reading to Learn Marking Rubric -- Appendix 3. Reading to Learn Teaching Schedule -- Unit One - Narrative Essay -- Unit Two - Narrative Essay -- Unit Three - Narrative Essay -- Unit Four - Narrative Essay -- Unit Five - Narrative Essay -- Unit Six - Academic Essay -- Unit Seven - Academic Essay -- Unit Eight - Academic Essay -- Unit Nine - Academic Essay -- Unit Ten - Academic Essay -- Chapter 9: Service-Learning as a Methodology to Promote Equity and Inclusion: Best Practice Experience in Ecuador -- Introduction.

Equity and Inclusion in Latin America -- Ecuador -- Income Gap and Poverty -- Service-Learning as an Experiential and Transformational Learning Model -- The Role of Reflection in Service-Learning -- Research on Service-Learning Model -- A Model to Promote the Analysis of Equity and Inclusion Using Service-Learning -- Community Partners -- Changing Mental Paradigms -- Course Objectives -- Course Assessment -- Hybrid Model -- Course Content -- Learning Activities -- Professor's Role -- Institutional Support -- Conclusion -- References -- Chapter 10: The Role of Educational Technology in Promoting the Inclusion of Rural Clinical Schools for Ophthalmology Teaching Using Virtual Patients -- Introduction -- The VOC -- History Taking and the Conversation Navigator -- Evaluation -- Randomization Procedure -- Term 1. Students in the first half of Term 1 were allocated to the control group (n = 23) and not given access to the VOC. Students in the second half of Term 1 were allocated to the intervention group (n = 23) and given access to the VOC. -- Term 2. Students in the first half of Term 2 were allocated to the intervention group (n = 24) and given access to the VOC. Students in the second half of Term 2 were assigned to the control group (n = 23) and not given access to the VOC. -- Term 3. Students in the first half of Term 3 were allocated to the control group (n = 23) and not given access to the VOC. Students in the second half of Term 3 were allocated to the intervention group (n = 24) and given access to the VOC. -- Term 4. Students in the first half of Term 4 were allocated to the intervention group (n = 24) and given access to the VOC. Students in the second half of Term 4 were allocated to the control group (n = 24) and not given access to the VOC. -- Statistical Methods and Data Analysis -- Results -- DISCUSSION -- CONCLUSION -- References.

Chapter 11: Toward a Transformative Transition: A Critical Pedagogical Approach to Social-Psychological Interventions in First-Year Seminar -- A Legacy of Learning -- The Educational Experiences of Underserved and Underprepared Students -- Critical Pedagogical Approaches to Transitional Academic Support -- Transforming the Way Students Perceive and Experience Education -- Growth Mindset Intervention -- Stereotype-threat Intervention -- Relevance and Cognitive Dissonance Intervention -- EPF Project Evaluation Design -- Results -- EPF Project Implications -- References -- Chapter 12: Considerations for Using Critical Pedagogy as the Vehicle to Promote Social Justice in Higher Education -- Introduction -- Critical Pedagogy -- Theory to Practice -- Student Development -- Pedagogy and Instruction -- Criticism of Critical Pedagogy -- Current Practices and Future Research -- Conclusion -- References -- Chapter 13: Online: A New 'Geography' of Learning that Supports Female Access to Higher Education -- Online Learning and Female Access to Higher Education -- Literature Review -- Research Design -- Universities and Programmes -- Participants and Data Collection -- Data Analysis -- Results -- Technology -- Classroom Interaction and Voice -- Handling the Workload and Mastering New Skills -- Conclusions -- References -- Chapter 14: Adopting the International Standard 'Becoming a Human-Centred Organization (ISO 27500)' Supports a Strategic Approach to Internationalisation -- Introduction -- 'Otherness' as a Risk to International Student Well-Being -- Academic Practice as a Complex Sociotechnical System -- Challenges in Developing a Strategy -- A Human Factors/Ergonomics Answer to the Challenges of Internationalisation -- ISO 27500 as a Strategy for Internationalisation -- Capitalise on Individual Differences as an Organisational Strength.

Adopt a Systems Approach.

This volume will provide educators with an understanding of challenges associated with equity and inclusion at higher education institutions globally and with evidence-based strategies for addressing the challenges associated with implementing equity and inclusion.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.