Beyond inclusion

The concept of inclusion is sometimes criticized because it is itself a power-laden act focused on those who have the capacity to include (or not), and which does not disrupt historical patterns of unequal power distribution. Furthermore, not everyone wants to be a part of the inclusion process – for example, some Indigenous people reject this framing because it does not recognize the unique history and position in the context of colonization.

While we believe inclusion is a useful lens and commitment for those who hold power, including in the context of teaching and learning, we do so with a critical eye as we work towards systemic change, asking: How can we go beyond inclusion?

To learn more about critical perspectives on inclusion, check out this article by D-L Stewart from Colorado State University.

Beyond numbers

Inclusion efforts sometimes focus on numbers: who is in our classroom? who is graduating? While these numbers can be important, inclusive teaching efforts also focus on the experiences of students and their sense of belonging. Sense of belonging is a “feeling of connectedness, that one is important or matters to others.” A lack of sense of belonging is linked to dissatisfaction and low self-esteem. It can also have a negative impact on academic performance (Strayhorn, 2012).

The notion of belonging invites us to think about how we can cultivate a learning environment where certain experiences are not ignored, dismissed or diminished so that all students can experience a sense of belonging. It lays the groundwork for students to succeed.