Date of Award

Summer 8-2022

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

English

Committee Director

Kristi Murray Costello

Committee Member

Kevin DePew

Committee Member

Ruth Osorio

Abstract

Although the current definition exists at the intersection of critical pedagogy, disability studies, critical race theory, critical embodiment pedagogy, feminism, cultural rhetoric, expressivism, and queer theory, as it stands now, radical inclusive pedagogy has few, if any, identifiable, distinctive qualities of its own. The pedagogies and theories from which radically inclusive pedagogy draws from speak to the mind, the body, and the spirit separately, or will focus on two aspects while neglecting the third. As I envision it for the classroom practice I have designed and would like others to adopt, radically inclusive pedagogy addresses the mind (embracing students’ knowledge, cultures, and languages), the body (recognizing the need for accessibility and individualistic inclusion), and the spirit (offering compassion and understanding) and has the potential to respond to contemporary concerns of accessibility, language, racism, and multiculturalism that affect every classroom. This project intends to not only fill in the gaps where the definition and praxis for radically inclusive pedagogy lack but also demonstrate how this pedagogy looks within the classroom every day with an emphasis on addressing language in the classroom.

Rights

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

DOI

10.25777/kv50-bn41

ISBN

9798352693834

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