Inclusive Teaching Requires Inclusive Lesson Planning
Minding the Marginalized Students Through Inclusion, Justice, and Hope
ISBN: 978-1-83982-795-2, eISBN: 978-1-83982-794-5
Publication date: 26 July 2021
Abstract
For teachers to fully enact pedagogy rooted in equity and inclusion, they must have access to purposeful systems and tools supporting proactive and collaborative planning built explicitly to center the needs of those historically denied full access to learning. This chapter takes on the historical injustices that have been perpetuated within public education in the United States since its inception and presents practical tools and systems (rooted in research and refined in the field) that can promote more equitable day-to-day teaching and learning in classrooms.
Keywords
Citation
Tunney, J. and Hanreddy, A. (2021), "Inclusive Teaching Requires Inclusive Lesson Planning", Lalas, J.W. and Strikwerda, H.L. (Ed.) Minding the Marginalized Students Through Inclusion, Justice, and Hope (International Perspectives on Inclusive Education, Vol. 16), Emerald Publishing Limited, Leeds, pp. 111-134. https://doi.org/10.1108/S1479-363620210000016007
Publisher
:Emerald Publishing Limited
Copyright © 2021 by Emerald Publishing Limited