Inclusive teaching "involves deliberately cultivating a learning environment where all students are treated equitably, have equal access to learning, and feel valued and supported in their learning. Such teaching attends to social identities and seeks to change the ways systemic inequities shape dynamics in teaching-learning spaces, affect individuals’ experiences of those spaces, and influence course and curriculum design" (CRLT).
Culturally responsive teaching is a theory of instruction that was developed by Dr. Gloria Ladson-Billings. “It is an approach that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes" (Ladson-Billings).
Culturally responsive pedagogy "is a student-centered approach to teaching in which the students’ unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about the student’s cultural place in the world. Culturally responsive pedagogy is divided into three functional dimensions: the institutional dimension, the personal dimension, and the instructional dimension" (Lynch).
References
Ladson-Billings, Gloria. The Dreamkeepers. Jossey-Bass Publishing Co, 1994.
Lynch, M. "What is Culturally Responsive Pedagogy." The Advocate, 21 Apr 2016, www.theedadvocate.org/what-is-culturally-responsive-pedagogy
"Overview of Inclusive Teaching at UMichigan." Center for Research on Learning & Teaching (CRLT), University of Michigan, crlt.umich.edu/overview-inclusive-teaching-michigan
