Inventory

Course Inventory Activity

Before diving into strategies to recognize diversity and acknowledge barriers to inclusion in your classroom, it can be helpful to take an inventory of which voices are represented in your syllabus and classroom space. Thinking about the course you plan to redesign, reflect on the following set of questions:

1. Which voices are represented in the curriculum/syllabus? Are the authors, researchers, and scholars representative of diverse identities and experiences?
    Yes--and it will be stressed to do so as students do their own research. Ask these questions, too.

a) Are multiple voices integrated seamlessly into the curriculum or are there some gaps? Alternatively, are historically marginalized voices relegated to one or two weeks in the semester, rather than incorporated throughout the curriculum?

With my redesign--which the student chooses the topic--again, these questions will be raised as they research. Including intersectionality.

b) Which perspectives are dominant and which are marginalized? Why?

Before, I used a book with essays where the diversity wasn't explicit. Now I am with OER. I will ensure all perspectives are in place.

2. Think about the examples and metaphors you use in class, and consider the following questions:

a) What kinds of examples and statistics do you use to illustrate points related to course content? Do they portray members of particular identity groups in stereotypical occupations or situations?

b) Does the content rely on examples, metaphors, or cultural context that are specific to a dominant culture or a certain cultural frame of reference (i.e. religious, sports, historical or popular culture references) that may be unfamiliar to some students)?

This is a good one! To make sure students ask questions to references, give examples in class: Doctor Who, Uncle Rucus

3. Thinking of your classroom space, reflect on the following set of questions:

a) Which student voices are represented? Are there ones that are more dominant than others?

b) How do you usually address marginalized students’ perspectives?

Circle and share--everyone has the chance ot speak. Maybe have it start where people talk about what they enjoy about the reading, then go around to have questions