| Periodical Title | The Philosophers’ Magazine |
| Author(s) | Rochelle DuFord |
| Abstract | This article discusses practices that can make philosophy classrooms more inclusive and accessible to all students. It argues that philosophy instructors should not assume their students are demographically or ideologically similar to themselves. Steps should be taken to diversify course content to represent multiple philosophical traditions and ensure materials are accessible through universal design principles. Instructors can also promote inclusion by allowing diverse forms of class participation, using rubrics and other strategies to mitigate grading biases, and avoiding assumptions about students’ backgrounds. Structural issues like lack of diverse faculty and systemic inequities also impede inclusion, requiring advocacy for hiring diversity and resisting austerity. Overall the article emphasizes affordable, practical changes individual instructors can implement as well as arguing for broader representation of philosophical diversity. This content was generated by artificial intelligence using the text of the original work. |
| Thematic Cluster/Special Issue | Diversify the Discipline |
| Pages | 98-103 |
| Issue | 93 |
| Keywords | inclusive pedagogy, diversity, philosophy education, accessibility, universal design This content was generated by artificial intelligence using the text of the original work. |
| Date Published | Second Quarter, 2021 |
| DOI | https://doi.org/10.5840/tpm20219345 |
| Google Scholar Link | https://scholar.google.ca/scholar?cluster=16444188743011279423&hl=en&as_sdt=0,5 |
| Open Access? | No |
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