"An inclusive classroom is one where all voices, regardless of background have equal opportunity to contribute to and shape the community dialogue. This has implications for the pedagogical approach. . . . I consider the instructor not to be teaching science, but teaching students (Moje 1996). . . . We are asked therefore to think of the relationships created and to contextualize the exchange of information within the framework of that relationship. This paradigm makes teaching inclusive. It implicates the instructor as part but not necessarily central to the learning process, and ascribes greater power to the student voice."
—Bryan Dewsbury in Deep Teaching in a College STEM Classroom (2019)

Inclusive Practices in STEM Resources

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