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Justin Roberson asks, "Can we allow the person telling their story to be the expert in their own experience?...Can we listen to understand, not just respond?"
At the University of Washington Tacoma students bring their talents, hopes and dreams. They also bring diverse ways of knowing and being that reflect their intersecting social group identities across race/ethnicity, Indigeneity, socioeconomic status, gender expression, sexual orientation, citizenship status, religion, age, exceptionalities and neurodiversity, language and so on. Developing an appreciation and understanding of the experiences our students bring to the classroom is part of practicing culturally responsive instruction and inclusive pedagogy. Doing so will contribute to creating a sense of belonging, removing barriers and supporting academic achievement.
Gonzalez, K. P. (2003). Campus culture and the experiences of Chicano students in a predominantly white university. Urban Education, 37, 193-218.
"Sara Goldrick-Rab on Making College More Successful for Students" - Addressing food and housing issues; Carnegie corporation of New York.
Sportsman, M., Thomas, L. (2015). “Coming home to school: Challenges and strategies for effective teaching with military veterans.” Insight (Parkville, Mo.), 10, 43-55.