Reflective teaching

The inclusion of and engagement with gender and diversity in teaching takes place in several spaces of action (in the diagram: from the inside to the outside)::

• Reflection on one's own attitudes, values and norms, one's own (pre-)judgements and perspectives, one's own experiences of discrimination and privilege.
• Reflecting on one's own didactic actions, communication, choice of methods, moderation of teaching/learning events, etc.
• Reflecting on the focal points of one's own teaching with reference to the respective modules, the rules and regulations of study and examination and the perspectives on the development of the study programme and curricula.
• Reflecting on the enabling and limiting general conditions, in which one's own teaching can take place - and possibilities for changing them.

Spaces of action for gender- and diversity-reflective, inclusive teaching

Translation of texts depicted in the image (from the inside to the outside, see Original: Inclusive Pedagogy/ University of Chicago)

• How can I learn more about my biases and mitigate any negative impact?
• How can I make learning interactions and activities (discussions, lectures, and labs) more inclusive?
• How can I make course design, syllabi, and curricular choices more inclusive?
• How can I make the learning environment more inclusive?