College Classroom Diversity as a Source of Scholarly Learning for Teachers

Abstract

The international college classroom provides a rich setting for inclusive education. And while the vital role of teachers is acknowledged in the literature on inclusive education, most research is focused on student learning and on teacher-training. We reverse this lens and ask what benefits inclusive practices have for the teachers involved. This under-researched impact of inclusive teaching practices points to an untapped potential for academic scholarship. In Study 1, by analyzing their syllabi, we established that the college teachers in this study use inclusive practices. In Study 2, we interviewed these teachers about their teaching practices and show that the diverse classroom is a source of scholarly learning for them. We report differences that depend on the discipline taught: teachers in social sciences and humanities more often than those in sciences utilize and benefit from students’ diverse perspectives in the classroom. Recommendations for research and implications for practice are discussed.