Introduction
In today’s world, full of people from different backgrounds, education is still perceived as a very important instrument for promoting inclusivity. Learning environments, therefore, need to be empowered by equity and diversity to promote an inclusive environment for learning (Rhonda, 2018). A classroom is viewed as a place where students from various backgrounds interact. However, it can be noted that learners and teachers still face the challenge of integrating equality and inclusion to ensure that all students are equal and thrive as one. Hence, there is a need to promote equality and inclusivity in the learning environment so that there will be social justice, empowered marginalized voices, and the promotion of general growth and development of students.
Research Question
What methods and ways can educators apply to effectively improve equality and inclusivity in learning institutions to make sure that students have equal access to education and opportunities to thrive?
Numerous arguments have supported inclusion and diversity in learning environments, but one of the main arguments is by (McDuff et al., 2020). He argues that including equality and inclusivity in the learning environment revolves around decent and social justice requirements. It is claimed that education in the current world is not just about learning things concerning education, skills, and knowledge but also about promoting equality and social cohesion in the learning environment. Some systemic barriers have been found to deter people such as the marginalized, low-income earners, the disabled and LGBTQ+ individuals from accessing academic achievement. However, by supporting equality and inclusivity measures in the learning environment, societies can get a chance and a platform to talk about historical injustices that have been affecting them and their children, minimize discrimination and come up with a better way of promoting equality in society to support the development of their children at school. The argument (Rhonda, 2018) claims that the learning institution must make sure that there is equality and inclusivity despite the background, race, and identity that the students come from.
Another argument by… supports the integration of equality and inclusivity in the learning environment as it fosters students’ academic success and promotes innovation in the learning environment. Researchers have indicated that skills such as critical thinking, problem-solving, and creativity among students will be highly problem-solving when there is diversity in the learning environment. There are different skills, perspectives and knowledge that different students from different backgrounds, races and colours interact in the learning environment. They will effectively learn how to collaborate and challenge traditions that divide them. There will be an enriched learning environment in education institutions when inclusivity and equality are embraced equality. This knowledge will help the students prepare to live and succeed in the diverse and interconnected world of people from different races and backgrounds. In addition, fostering equality and inclusivity in the learning environment can promote an innovative culture learning environment since diverse perspectives usually enable the development of new approaches, ideas and proper solutions to complicated problems. The argument stresses the importance of integrating diversity and inclusion in education (McDuff et al., 2020).
Recommendations
In order to support inclusivity and equality in education, there are a few strategies that can be used. One of the strategies that can be used to promote equality and inclusivity is inclusive classroom practices. The institutions can implement various teaching strategies that accommodate diverse learning styles and people with different backgrounds and abilities. The institutions should promote collaboration, peer support and different protocols to form an inclusive learning environment that supports effective learning. The learning environment can integrate diverse perspectives in the curriculum content and other teaching materials that help students see themselves presented and encourage easy understanding of people from different backgrounds (McDuff et al., 2020). The next recommendation to be included is the maintenance of equitable access to learning resources in the learning environment. There is a need to address the disparities in accessibility of resources such as extracurricular activities, technology and books (DeLuca, 2012). Marginalized students from different backgrounds need to be considered the same as upper-class students and access the same learning opportunities. Mentorship programs can create a sense of belonging (May & Bridger, 2010).
Reflective analysis
Reflecting on this topic, inclusivity and equality in the learning environment, I have come to understand that it is very important to foster an educational environment with a feeling of belonging to support innovation and a smooth learning experience. From my experience as an international student, I found it hard at first to cope with several people from different backgrounds and races. However, due to the introduction of DEI in the learning materials, I could understand ways to collaborate. I support the process and the measures proposed by experts to promote equality and inclusion in the learning experience because, as an international student in Canada, I understand how painful and demoralizing it is to be excluded and denied equitable opportunities for learning materials and other learning opportunities.
Conclusion
To sum up, the research about equality and inclusivity in the learning environment has showcased the importance of students’ growth and development as it promotes academic success, innovation culture, collaboration, respect and societal progress. The culture of inclusivity goes hand in hand with equality in the learning environment. Students from various races and backgrounds feel respected and valued if the institution has diversity and equality. As highlighted, for the journey of inclusion and diversity in the learning environment to be successful, some areas of improvement should be emphasized. The recommendations suggested collaboration, application of equality and inclusive learning resources, and promotion of innovation culture should be considered.
Reference
DeLuca, C. (2012). Promoting inclusivity through and within teacher education programmes. Journal of Education for Teaching, 38(5), 551–569. https://doi.org/10.1080/02607476.2013.739792
May, H., & Bridger, K. (2010). Developing and embedding inclusive policy and practice in higher education Developing and embedding inclusive policy and practice in higher education. https://aau.org/wp-content/uploads/sites/9/2018/04/Developing-Embedding-Inclusive-Policy-Practice-Report-final.pdf
McDuff, N., Hughes, A., Tatam, J., Morrow, E., & Ross, F. (2020). Improving equality of opportunity in higher education by adopting an Inclusive Curriculum Framework. Widening Participation and Lifelong Learning, 22(2), 83–121. https://doi.org/10.5456/wpll.22.2.83
Rhonda, J. (2018). Diversity, Equity, and Inclusivity in Contemporary Higher Education. In Google Books. IGI Global. https://books.google.com/books?hl=en&lr=&id=XFJuDwAAQBAJ&oi=fnd&pg=PR1&dq=Integrating+Equality+and+Inclusivity+in+Education&ots=qYdRmlWwRn&sig=czZHMSFpCykKPRIb5-1V_YPpkPw
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