In this essay, the author shares several teaching strategies that she adopted in her Chinese folklore and mythology class that she believes are instrumental in building an inclusive and equitable learning environment. These teaching strategies include in-class reflective writing and discussion, inclusive group projects, and the design of a grading rubric with inclusivity as a component. At the end of the essay, the author also gives two tips to her fellow colleagues regarding including potentially marginalized students.
Geng, Zhihui Sophia
"Practicing Inclusive Teaching Strategies in a Storytelling Class,"
Vol. 30, 205-210.
Available at: https://digitalcommons.csbsju.edu/headwaters/vol30/iss1/20