Inclusive Pedagogy: Session and Presentation Menu


In this session we discuss the differences between “not racist” and “anti-racist,” while also mapping out anti-racist pedagogy. We also address strategies and approaches to beginning to make your course anti-racist.

In this session we discuss what decolonizing or de-canonizing looks like in a classroom and/or department. Using several different online tools, we work through the steps you can take to begin to begin to decolonize your syllabus, curriculum, or field.

As our campus becomes more demographically diverse, we will be met with more opportunities to work and learn across difference. During socially and politically tumultuous times conflicts may arise in our classrooms. In this session we will discuss the nature of conflict and suggest some strategies to more effectively communicate across difference.

This session aims to prepare staff and faculty to better serve genderqueer, trans, and non-binary students by defining each of these identities, discussing the differences between gender, sex, and sexual orientation and by offering strategies to make your classrooms and workspaces more welcoming to people who are gender non-conforming.

In this session we define "inclusive pedagogy," reflect on our own classroom landscapes, and begin to map out the challenges we encounter when trying to create inclusive spaces on campus. We will discuss specific response strategies such as microresistance and microaffirmations. Finally, we will develop strategies and discuss resources that can move us toward more inclusive classrooms, departments, schools, and universities.

Also available:

  • Discipline specific Inclusive Pedagogy (Business, Law, the Sciences)
  • Inclusive Pedagogy for Graduate Pedagogy Classes
  • Inclusive Pedagogy for New Faculty

Communicating across difference requires skills that, fortunately, can be developed with practice over time. In this session, we will define vocabulary relevant to intercultural communication, discuss cultural values as well as misunderstandings and how to navigate them, and introduce intercultural competencies we can work on as a lifelong process.

For more information on this topic contact Dr. Amber Cordell at International Student and Scholar Services (ISSS).

In this session we will define the following terms: microaggression, microvalidation, and microaffirmation, discuss the research and theories behind the terms, and suggest strategies for interrupting microaggressions.

In this session we define ally, accomplice, performative allyship, and authentic allyship. We also discuss the differences between being an ally and being an accomplice. We then map out steps to becoming a better ally/accomplice.

In a period of major social, economic, and political disruption, the challenges of community engaged teaching and research can be more acute. As an institution, we say we value diversity, want to create more equitable opportunities, and believe that inclusion fosters excellence. But what does that mean in our relationships with community-based organizations? How can we model those values with students so that community engaged learning is truly transformative for the students and responsive to the societal needs we all face? This session offers concrete ideas about how to intentionally link community engaged learning and the values of diversity, equity, and inclusion by re-defining community engaged learning and putting into practice specific pedagogical tools.

How can faculty support first-gen students at Emory? In this session, we will discuss the specific needs of Emory's first-generation student body and the concrete challenges these students face to succeed at Emory.Our goal is to help faculty reflect on how their teaching and mentoring practices actively contribute to our first-generation students' academic and social success. From textbook selection to course assignments and expectations, from preferred communication methods to recommendation letters, we will discuss strategies to meet the needs of our first-generation student body.

This session puts the theories and practices of Abolitionist Teaching, Anti-Racist Pedagogy, Decolonizing Your Syllabus/Curriculum, and Trauma Informed Pedagogy into conversation.

In times of political polarization, divisive rhetoric, a global pandemic, and continued protests for racial justice, managing a classroom can be difficult. Utilizing theories and practices of Trauma-Informed Pedagogy, Anti-Racist Pedagogy, and various resources on campus for helping students in distress, this session will offer up some ways you can respond to the stress of these times in your classroom.

In this session we define trauma and explain how it might show up in a classroom. We then provide "trauma-informed" teaching strategies that emphasize flexibility, caring, and belonging.

In this session we define bias and suggest strategies to reduce bias in your own work. Looking for bias training for work done outside of the classroom? Contact the Office of Diversity, Equity and Inclusion at this link.

Format Options

Twenty to Thirty Minutes

In a twenty to thirty minute facilitated discussion, we will define terms and discuss resources and strategies. 

Sixty to Ninety Minutes

In a sixty to ninety minute interactive workshop, we will define terms, reflect on our own classroom landscapes, and begin to map out the challenges we encounter when trying to do the work. We will discuss specific response strategies and resources. Ninety minute sessions leave more room for engagement and discussion.

Day Long

The objectives of a day long workshop are to:

  • provide an introduction to the theory and practice that informs a topic
  • develop a list of strategies and/or best practices for creating more inclusive classrooms (Inquire, reflect, reframe, re-direct, revisit, check in, and I-statements)
  • identify a cohort of faculty interested in continuing discussions about inclusivity and full participation.

9:00 a.m. – 10:00 a.m. Topic overview

10:00 a.m. – 12:00 p.m. Morning interactive sessions

12:00 p.m. – 12:30 p.m. Lunch

12:30 p.m. – 2:00 p.m. Plenary address (add guest speaker)

2:00 p.m. – 4:00 p.m. Afternoon interactive sessions