3. From Theory to Teaching Practice

Consider the following with respect to your own pedagogical practices:

Course
Who is included in your reading list? Does it include diverse voices, with particular attention to those from equity-seeking groups? How do you uncover the colonial aspects of your discipline?

Students
Who are the learners that will be in your class? Who will not be there? How will you find out your student characteristics (including needs, interests, aspirations)?

Content
What different worldviews, perspectives, and voices are included in the course content? What is omitted? How is the content made relevant to the student needs and interests (what are the real-life connections)?

Teaching and Learning Approaches
How diverse are they and do they include strategies for sharing and generating knowledge?

Syllabus
Does it communicate openness to multiple perspectives? Does it include guidelines on creating an accountable classroom environment? Does it include a territorial acknowledgment, meaningfully spoken and revisited throughout the course?

Classroom Climate
How will you negotiate a culture of learning? Is there opportunity for cultural production to allow them to express their culture within the assessment?