Never Stop Thinking About Our Students: Reading with Hogan and Sathy’s Inclusive Teaching

Abstract

This paper considers the concept of inclusivity in the postsecondary classroom. We use narrative writing to describe experiences catalyzed by a book study of Hogan and Sathy’s Inclusive Teaching at Memorial University of Newfoundland and Labrador, Canada. We reflect on our thoughts and fears about teaching and about changes to our inclusive teaching practices that span specific actionable strategies to overarching pedagogies. We argue that while there can be institutional barriers that can prevent or discourage large changes, our commitment to continuing to reflect on our practices and learning from each other will help promote equity across Memorial’s classrooms.