Centering theories of learning to design humanizing pedagogies and inclusive assessments

Abstract

AbstractIn this article, we offer a blueprint that connects learning, humanizing pedagogies, and inclusive assessment to foster equity in higher education. First, we build upon extant literature to infuse sociocultural theories in our reimagination of learning. Second, we articulate how inclusive pedagogical practices bring strong potential to humanize campus learning systems. Third, we share strategies for educators to enact inclusive assessment based upon conceptualizations of learning and inclusive pedagogies. Our hope is for readers to consider inclusive assessment as one tool for iteratively redesigning a powerful learning environment where students are supported, affirmed, valued, and validated as their whole selves.