Fostering a sense of belonging among students is important for their academic success. Students who feel valued and included perform better academically and experience improved well-being. However, many institutions struggle to create environments where all students - particularly those from marginalised communities or those with multiple intersectional characteristics - feel a genuine sense of belonging.
This challenge inspired us to delve into inclusive pedagogy, tapping into literature and our lived experiences as ethnic minority educators in the UK. Our pedagogy aims to celebrate the rich diversity present in our classrooms.
What is inclusive pedagogy?
Inclusive pedagogy is a teaching philosophy that values and leverages diversity in the classroom to enhance learning experiences for all students. This approach sees educators engage in educational practices that address the cultural backgrounds, learning styles and abilities of all students and ensure equitable access to learning opportunities. The bigger picture aims to dismantle systemic barriers and promote social justice within higher education.
Below are four practical strategies for inclusive teaching:
Self-reflection
A pillar of inclusive pedagogy is a commitment to continuous self-reflection as academics and educators. This process involves critically examining our cultural biases, assumptions and teaching practices. Through self-reflection, educators can identify unconscious biases that may influence their interactions with students and help to challenge stereotypes that hinder the authentic engagement of a student’s potential.
For example, our reading lists and curriculum predominantly feature male authors from the Global North. The lack of diverse authors may not always be evident given the normalisation of the exclusion of other voices within higher education. Often, our various privileged positions mask our view on exclusions that do not impact us. Recognising this bias can prompt us to take an additional step to research, identify and include a diverse range of voices, thereby enriching the learning experience and validating the identities of all students. Seeing their identities represented in their curriculum will help to boost students’ belonging within their specific fields of study.
Cultural humility
Closely related to self-reflection is the practice of cultural humility. Often incorrectly interchanged with the term cultural competence, which suggests expert knowledge of culture, cultural humility requires humble curiosity and engaging in an ongoing process of learning, self-evaluation and growth. It requires educators to acknowledge our limits of understanding and to approach cultural differences with openness and respect, actively challenging stereotypes. Cynthia Foronda et al in Cultural Humility: A Concept Analysis describe cultural humility as a process “of openness, self-awareness, being egoless and incorporating self-reflection and critique after willingly interacting with diverse individuals”.
- Cultivate a sense of belonging on campus
- What matters to students’ sense of belonging?
- Partner with your students to build belonging on campus
Curiosity should always supersede assumptions of knowing. We need to ask questions, clarify where needed and be prepared to learn from and be corrected by our students. By embracing cultural humility, we can create a classroom atmosphere in which diverse perspectives are seen as integral to the learning process, foster mutual respect and encourage students to engage authentically.
Building meaningful relationships
Students feel valued and empowered when we recognise and celebrate their individuality. When students see their influence on curriculum design, they take intellectual risks and contribute meaningfully. Co-creation is a vital part of this. Activities such as structured check-ins, collaborative learning activities (such as think-pair-share) and integrating student narratives into lesson content ensure students feel seen and valued. Authentic engagement should not be perceived as a diversion from the syllabus and a burden but rather as an important part of course design.
Culturally responsive teaching strategies
Inclusive teaching embraces diverse cultural knowledge and traditions. Integrating non-Western contributions to science and medicine, such as the history of vaccination in China and India, practised through variolation centuries before Edward Jenner’s smallpox vaccine, serves as a powerful reminder that scientific advancements have long emerged from multiple knowledge systems. Similarly, incorporating traditional healing practices like Homeopathy, Ayurveda, or traditional Chinese medicine broadens perspectives in medicine programmes.
Awareness of language and communication styles and offering multiple learning pathways such as oral storytelling or visual projects prevent exclusion and ensure diverse strengths are recognised.
Creating an inclusive learning environment can be challenging and requires ongoing effort, self-awareness and a deep commitment to equity. By engaging in these tips, educators can take steps to transform their classrooms into spaces where every student feels valued, seen and empowered.
We must collectively move beyond exclusionary models and actively dismantle barriers to belonging. We urge educators to take bold steps in reimagining their teaching practices, platforming diverse voices and building a culture where all students can thrive and shape the future.
Yusra Siddiqui is a lecturer in biology in the department of biosciences at the University of Exeter. Musarrat Maisha Reza is a senior lecturer in biomedical sciences in the department of clinical and biomedical sciences at the University of Exeter.
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