Anti-Oppressive Pedagogies

An introduction to equity in the classroom: a short guide to equity in the undergraduate classroom – This short guide includes information about accessibility, pronouns and trans-inclusive classrooms, anti-racist pedagogy, and more. (Open Resource, Pressbook, by A. Wilks and E. Scherzinger, McMaster University) 

Summary of principles of inclusive teaching and learning - (MacPherson Institute Webpage) 

The Norton guide to equity-minded teaching – This guide offers concrete steps to help any instructor striving to ensure that all students have an equal chance for success. Here you’ll find actionable tips, grounded in research, for teaching online, in-person, and everywhere in between. (Free e-book, by Artze-Vega et al, 250 pages) 

Anti-Racist Pedagogy in Action: First Steps – This guide acts as an entry for instructors from a variety of backgrounds, disciplines, identity positions, and levels of teaching experience who wish to engage in this work. (Webpage, Columbia University) 

The anti-racist discussion pedagogy guide – An introductory guide on building an anti-racist pedagogy in any discipline through instructor reflection, clear communication guidelines, and inquiry-based discussion.  (PDF Guide, by Dr. Chew, Dr. Houston, and Dr. Cooper, 32 pages)  

Practices in anti-racist pedagogies  – A guidebook with accompanying self-reflective learning activities fostering introspection into personal identity, beliefs and biases. (Editable PDF guidebook, 16 pages, Course Hero) 

The (Academic) Trans Agenda: A Conversation about Queer and Trans Pedagogy – This recording of a panel held in 2021 elicits different perspectives on what queer and trans pedagogy is and how and why educators might incorporate queer and trans pedagogy and theory in their teaching. (Video, Carleton University’s Trans Advocacy Group) 

The Interruption of Heteronormativity in Higher Education Critical Queer Pedagogies – This book explores how heteronormativity dominates higher education institutions but can be interrupted by thinking about ‘coming out’ as a pedagogical act done alongside interruptions of other dominant, binary social relations. (Book, Seal) 

Intersex Justice Pedagogy: A Decolonial and Intersectional Teaching and Learning Praxis –  This article advances a novel framework based on decolonial and intersectional perspectives within gender, ethnic, and African American studies. The article concludes with four questions for educators to consider about pedagogical practices that centre communities of care, embodied knowledge, and resistance of sovereignty. (Scholarly article, 9 pages, Lewis) 

Queer Pedagogy: Approaches to Inclusive Teaching – This article explores how language impacts inclusion and suggests strategies that challenge heteronormative instructional practices. (Scholarly article by Nemi Neto, 16 pages) 

Setting the tone for inclusive classrooms – This resource details five general practices for building inclusivity in the classroom. For each practice, several concrete and specific actions are proposed. (PDF, 4 pages, University of Michigan)  

Guide for inclusive teaching at Columbia – This guide offers information on the following: class climate, student expectations, course content, accessibility and inclusion. (PDF Guide, 30 pages, Columbia University) 

Putting Equity into Practice: Culturally Responsive Teaching and Learning – This guide is about how to implement culturally responsive teaching and learning in higher education, using digital tools and strategies to engage and empower students from diverse backgrounds and identities. (Guide, 42 pages, Every learner Everywhere) 

10 Tips and resources to develop an anti-racist classroom. – Information to reflect on principles of anti-racism followed by 10 tips and 10 resources to help develop an antiracist classroom. (Tips and resources, 4 pages, George Brown College) 

Reflecting on your practice: inclusive teaching principles in in-person, hybrid, & remote teaching – This resource provides a framework of five interconnected research-based principles that can guide instructional choices across all domains of teaching in order to support inclusive teaching environments. (Editable checklist, PDF, 6 pages, University of Michigan) 

Equity-minded worksheet for instructors of online courses  – A checklist with space for reflective practice. (Editable PDF, 17 pages, University of Wisconsin–Green Bay) 

Intercultural multi-faith calendar – Provides a calendar of significant dates including cultural and religious celebrations. While not an exhaustive list of observances, this can be a helpful tool when planning teaching and learning related deadlines. (Webpage, McMaster University)  

LGBTQ2S+ Inclusion on Campuses. This page contains several video presentations about topics including key terms and concepts related to LGBTQ2S+ inclusion (e.g., heteronormativity, cisnormativity) and supporting racially and culturally diverse LGBTQ2S+ students. (Webinar, Thriving on Campus) 

Invisible Intersections: Supporting 2SLGBTQ+ Students on Campus. This toolkit provides an overview of how many 2SLGBTQ+ students in Canada experience campus life with a particular focus on Indigenous queer experiences, queer indigeneity, racialized queer students, and disabled queer and trans students. (PDF, 33 pages, Centre for Innovation in Campus Mental Health and the Canadian Mental Health Association of Ontario) 

LGBTQ Inclusivity in the Higher Education Curriculum: A Best Practice Guide. This guidebook provides a framework for LGBTQ inclusivity in higher education and provides some concrete examples of how instructors in different disciplines have made curricular changes to be more inclusive to queer and trans students. (PDF Guidebook, 40 pages, University of Birmingham)  

Further Resources

Teach online: a step-by-step course to launch and lead an equitable online classroom. - A free self-paced online course, 3 modules with resources and a certificate of completion. (Open source, by Leading Equity Centre)  

Toward Inclusive STEM classrooms: what personal role do faculty play? - A scholarly article that has strategies for meaningful reflection and professional development with respect to diversity and inclusion and a focus on STEM. (Scholarly article, 9 pages, by Killpack and Melón) 

Promoting equity and justice through pedagogical partnership – A study on the motivations and reasons for promoting an equitable educational environment. (Book, by de Bie, Marquis, Cook-Sather and Luqueño, 154 pages, McMaster University) 

Learning module: anti-racism, EDI and positionality in teaching and learning  - Participants will increase their knowledge of racism, learn how to identify implicit biases and implement anti-racist strategies in the classroom. (Self-paced free online module, length 2 hours, University of Calgary) 

Anti-racist pedagogy: from faculty’s self-reflection to organizing within and beyond the classroom – This article covers many aspects including, faculty critical self-reflection, anti-racist pedagogical approach, anti-racist organizing and institutional transformation. (Scholarly article, 14 pages, by Kishomoto) 

Supporting Transgender and Non-Binary Students and Staff in Further and Higher Education: Practical Advice for Colleges and Universities – This book focuses on American experiences of trans and non-binary students. It provides case studies of strategies to support teaching and learning, recruitment, support services, and policy. (Book, Lawrence and McKendry)

Cultivating a sense of belonging in your classes – An interactive self-study guidebook that described the components of the cycle of pedagogical care, offering self-reflection exercises to identify gaps in personal teaching practices, and generating effective strategies (Editable PDF, by Sevillano, 20 pages, Course Hero) 

Trauma-informed tertiary learning and teaching practice framework - A quick reference guide and framework outlining the essentials for trauma-informed care in learning and teaching. This guide includes the information on the following: student characteristics, course content, assessment requirements, policies, educator and student behaviour, classroom dynamics, field placements and aspects of self-care and collective care. (Guidebook, PDF, 28 pages, Griffith University) 

Trauma-aware teaching checklist  - This checklist has been prepared for higher educators as a tool to reflect on their teaching and courses, regardless of modality. (Checklist, by K.Costa, 6 pages, The 100 Faculty Initiative)  

Trauma informed Pedagogy – A Website to support educators in implementing trauma-informed pedagogy within higher education. Explore a free Trauma informed pedagogy module that shares strategies to transform your practice to support positive learning environments and an infographic sharing four priority areas. (Website, by VanderKaay, S., McMaster University)  

LGBTQ+ Issues in Higher Education Guide – This three-part guide offers an overview of LGBTQ+ higher education issues for students. It includes texts written within the past twenty years, a list of resources for both faculty and students, and databases. (Webpage,  Brunette) 

We Still Need Pronoun Go-Rounds – This webpage emphasizes the ongoing need for pronoun go-rounds. It recognizes the risks of mandating pronoun disclosures and concludes with strategies for how to introduce pronoun introductions in a way that is invitational and contextual. (Webpage, Spade) 

Inclusive and Affirming Language Tips – This resource offers examples of how to shift your everyday language to include people of all gender identities. (Webpage, Egale) 

Further Resources

Potentially perilous pedagogies: teaching trauma is not the same as trauma-informed teaching – This article focuses on unpacking assumptions around introducing potentially traumatic literary or visual materials in the classroom. (Scholarly article, by Carello & Butler, 15 pages) 

Building a pedagogy of care with social and emotional presence – Online talk that has details on practices that center social and emotional presence. (YouTube video, by Josh Eyler and Sarah Rose Cavanagh, length 16;27, West Virginia University and University of Mississippi) with accompanying supportive readings and discussion guide. (PDF, by Sarah Rose Cavanagh and Josh Eyle, 3 pages) 

Depictions of suffering in the postsecondary classroom – This article explores the reactions of students after being exposed to graphic and disturbing material in a Canadian university sociology of disaster course. (Scholarly article, by Kostouros et al.,7 pages) 

Understanding Trans and Gender-Diverse Student Experiences of Online Learning. This report, created by staff and students at McMaster in 2021, provides an overview of trans students’ experience of online learning during the early pandemic and makes recommendations about instructional, physical, administrative, and institutional enhancements instructors can adopt to enhance trans students’ experiences. (PDF report, 6 pages, President’s Advisory Committee on Building an Inclusive Community)  

Thriving on Campus: The Role of Disability in 2SLGBTQ+ Students’ Campus Experience. This report on an Ontario-wide climate survey for queer and trans university students shares insights about the barriers faced by disabled students and provides vignettes and recommendations about fostering accessibility in the classroom. (Report, PDF, 14 pages, Krakoff et. al.) 

Victimization and Microaggressions Targeting LGBTQ Students: Gender Identity as a Moderator of Psychological Distress. This article examines how LGBTQ students are psychologically impacted by blatant victimization and microaggressions. It finds that both forms of discrimination are associated with heightened stress and anxiety and lowered self-esteem, particularly amongst trans students. (Scholarly article, 13 pages, Seelman et. al.) 

Thriving on Campus: The Experiences of BIPOC 2SLGBTQ+ Students. This report on an Ontario-wide climate survey for queer and trans university students shares insights about the complex barriers faced by racialized 2SLGBTQ+ students and provides recommendations for ideal campuses. (Report, PDF, 24 pages, Arayata et. al.)  

Crafting safer spaces for teaching about race and intersectionality  – The article outlines approaches to create safe teaching spaces through strategies that highlight racism and intersectionality. (Scholarly article, by Anderson & Riley, 8 pages) 

“I guess I’m not alone in this”: exploring racialized students’ experiences and perspectives of safer classrooms at McMaster University - This article explores racialized students’ experiences within the classroom, and how pedagogy can adapt to create, foster, prioritize, and sustain safety for racialized students in the classroom. (Scholarly article, by Brockbank & Hall, 20 pages, McMaster University) 

“White people stress me out all the time”: black students define racial trauma - This article explores how racial trauma impacts Black students at various levels. (Scholarly article, by Hargons et al., 8 pages) 

An introduction to content warnings and trigger warnings – This resource guide is a primer to understanding content warnings. It offers several ways to implement content and trigger warnings in your classroom. (Resource guide, PDF, 8 pages, University of Michigan) 

Let’s talk: discussing race, racism and other difficult topics with students – Strategies are shared in this resource to prepare and facilitate difficult conversations about race and racism and other contentious topics. (Guidebook, 24 pages, The Teaching Tolerance Guide) 

Guidelines for discussing difficult or high-stakes topics – The guidelines can help educators facilitate difficult classroom discussions around controversial issues. Additional resources are provided. (Webpage, Michigan University) 

Addressing emotionally or politically charged news with students – Tips and strategies to navigate high tension news with students. (PDF, 3 pages, University of Washington) 

Handle difficult moments with respect & sensitivity – This resource provides strategies for three distinct types of difficult dialogues that can emerge in your classroom: teaching in tumultuous times, hot moments, and microaggressions.  (Webpage, Carnegie Mellon University) 

Teaching contentious topics – This workshop discusses the benefits of and considerations for teaching contentious topics in a variety of classrooms and outline specific strategies that you can use to set up, prepare, facilitate, and conclude a discussion on a contentious topic in your course or discipline. (Workshop, MacPherson Institute, McMaster University) 

Further Resources

Difficult subjects: insights and strategies for teaching about race, sexuality, and gender –A collection of essays from scholars across disciplines, institutions, and ranks that offer diverse and multi-faceted approaches to teaching about subjects that prove both challenging and often uncomfortable for both the professor and the student. (Book, by Ahad-Legary & Poon, 298 pages) 

Advancing inclusion and anti-racism in the college classroom: a rubric and resource guide for instructors  – This tool aims to support educators in developing anti-racist approaches to course design and teaching practices in the undergraduate and graduate setting. (PDF Guide, by Blonder et al., 39 pages, Berkeley University) 

Designing an inclusive syllabus  – This webpage includes information on the following topics: accessibility, warm tone, instructor information, statement of values, course goals and objectives, assessment, policies, clear course schedule and reflective questions. (Webpage, Columbia University) 

Anti-Racism Curriculum and Pedagogy Toolkit – This toolkit presents an approach, tools and resources that will equip instructors and instructional teams to implement anti-racist pedagogy in their curriculum and teaching practice across all programs and courses. (PDF Toolkit, 37 pages, Norquest College) 

Diversifying course content through an EDI perspective  – This resource outlines strategies for diversifying course content that can be used during the early stages of course design or after the course begins. (Webpage, University of Calgary) 

Course Design Equity and Inclusion Rubric – A detailed rubric considering content, instructor, community and assessment.  (Rubric, Stanford University) 

Syllabus review guide for equity-minded practice  – This guide facilitates a self-assessment of teaching approaches and practices from a racial/ethnic equity lens; and allows faculty to consider changes that result in more equitable teaching approaches and practice.  (PDF Guide, 43 pages, University of Southern California) 

Guidelines for Queering Core Teacher Education Courses –  While this resource focuses specifically on teacher education, its contents are largely applicable to university teaching and learning environments too. It addresses anti-homophobia/anti-transphobia interventions, 2SLGBTQ+ inclusion strategies, critiques of inclusion as an organizing framework, queering pedagogies and approaches, and Indigiqueering approaches. (Webpage, RISE: Queering Teacher Education) 

Diversity Statement on a Syllabus – Considerations and recommended language for diversity statements with samples.  (Webpage, Carnegie Mellon University) 

Anti-racist strategies for curriculum revision tool  – Anti-racist checklist for assessment practices and curriculum revisions. (Checklist, 4 pages, Queens University) 

Inclusive syllabus review: - Practical checklist syllabus review tool to assess inclusive syllabi. (Checklist PDF, 4 pages, Columbia University) 

Inclusion by design: survey your syllabus and course design - A practical survey tool provided with a five-point scale, divided into three sections: 1) The context and design of your course; 2) The “text” of your syllabus and course design; and 3) And the subtext of your syllabus. (Survey tool PDF, 8 pages) 

Further Resources

Faculty Positionality Statements – A short module to help write a positionality statement that can be included in your syllabi, teaching philosophy statements, or promotion and tenure package.  (Open Access Course, by Chen, Y.; Djerbal, Y.; & LeGros, N., Queen’s University) 

The social justice syllabus design tool: a first step in doing social justice pedagogy  – (Focus on STEM) This article offers a systematic approach to course re-design by which educators can assess their classroom environment and course content. (Scholarly Article, by Taylor et al., 35 pages) 

Ten simple rules for building an anti-racist lab – 10 rules are presented to help labs develop anti-racists policies and action to promote racial and ethnic diversity, equity, and inclusion in science. (Scholarly article, by Chaudhary and Berhe, 9 pages) 

Beyond the exam: an alternative assessment online toolkit – The toolkit contains a bank of exemplars, resources and instructions as well as a space for users to share adapted or newly designed assessment approaches that have proven successful for their learners and context. (Opensource, Pressbook, McMaster University, College Boréal and Brock University) 

Faculty Rubric Tool: Authentic Assessment – This tool provides several rubrics to apply to your own assessments for consideration. (Toolkit PDF, 30 pages, Norquest College) 

Open-access editable participation self-assessment teaching resources – participation goals form, midterm participation check in form, participation final reflection form (Open-source resources, by Alanna Gillis) 

Grading multilingual students’ papers: a practical guide – This guide raises questions to consider when deciding what grade to give papers written by multilingual students, with a marking strategy suggested for each type of problem. (PDF, 4 pages, by Leora Freedman, University of Toronto) 

Three different ways to ungrade: contract grading, completion grading, and self-grading - The pros and cons of three different ungrading methods are shared. (Video, by Molly Monet-Viera, length 5:57, Boston University) 

The power of self-assessment: how to help students with the REDO technique  – Explore self-assessment practice for students through the process of REDO: Reflect. Edit. Discover. Observe. (Editable PDF guidebook, by Fabiola Torres, 14 pages, Course Hero) 

Marking efficiently and effectively – This workshop includes fair grading practices and marking objectively and consistently.  (Workshop, MacPherson Institute, McMaster University) 

Rethinking grading using DEI frameworks  – Critiques traditional grading through a DEI lens and considers how alternative grading practices can promote not only better learning, but also inclusion and justice. (Video, by Marie McDonough, length 5:59, Boston University) 

Further Resources

Authentic assessments: how to measure student-learning in real-world contexts – This presentation amplifies the importance of assessment as holistic, transformative, and authentic to enhance student learning and shares strategies for authentic assessment. (Open-Source Google Slides, by Micheal G. Strawser, Course Hero) 

Decolonising formative assessment – Highlights the need to question dominant (modern) understandings of assessment as ‘objective’ measurement and re-imagine formative assessment practices that might support decolonisation agendas.  (Book Chapter, by Crossouard & Oprandi, 16 pages) 

Peer review with 500 students – One instructor’s reflection on how to incorporate Peer Review in a large enrollment class. (Webpage, by Carolyn Samuel, McGill University) 

Labor-based grading contracts: building equity and inclusion in the compassionate writing classroom, 2nd edition – Drawing on anti-racist teaching practices, labour-based grading contracts is suggested as a compassionate approach in the writing classroom. (Opensource e-book, by Asao B. Inoue, 392 pages.) 

Reconceptualizing participation grading as skill building – This article reconceptualizes participation grading as an opportunity to motivate skill building across a variety of dimensions. (Scholarly article, by A. Gillis, 12 pages) 

Ungrading – Links to scholarly research articles, blog posts, helpful resources, and stories from instructors who have practiced ungrading. (Webpage, Teach Anywhere) 

Building community with international students through classroom contracts – This talk focuses on how co-authoring a class contract with students can create a safe and inclusive learning environment that encourages appreciation for diversity. (Video, by Mary Elizabeth Fincke, length 5:18, Boston University) 

Strategies for teaching international and multilingual students - Strategies include facilitating communication, encouraging participation, setting expectations for and responding to students’ writing and strategies to support academic reading. (Webpage, University of Washington) 

Teaching international students: strategies to enhance learning  – This resource includes tips to internationalising the curriculum, making lectures accessible, encouraging participation, adopting an educative approach to plagiarism, supporting students in developing critical thinking skills and explaining assessment expectations. (Guide, by Sophie Arkoudis, 18 pages, University of Melbourne) 

Teaching international students: promising practice – This tip sheet provides ideas and teaching practices that can help international students develop a sense of belonging in classes and succeed academically. (Tip sheet, 2 pages, University of Massachusetts) 

English as an additional language in the classroom – This module will explore some of the unique characteristics and needs of ELLs and outline strategies for designing learning materials, lessons, and assessments to support these learners. (Module, MacPherson Institute and MELD office, McMaster University) 

Further Resources

What international students say they need  - The webpage shares the experiences and needs of international students. (Webpage, by Adriana Perex-Encinas, Universidad Autónoma de Madrid) 

The dislocated ‘outsiders’ within international Canadian higher education – This article explores how racialized international students are perceived as the ‘other’ and shares their experiences of belongingness.  (Scholarly article, by Shamiga Shamy Arumuhathas, 7 pages, Western University) 

International students and their academic experiences: student satisfaction, student success challenges, and promising teaching practices  – This chapter calls for rethinking education across borders by examining the North American international student academic experience with particular focus on enhancing student satisfaction and promising teaching practices and increasing the faculty role in campus internationalization. (Scholarly article, by Clayton Smith, 17 pages, University of Windsor) 

Teaching and engaging international students: people-to-people empathy and people-to-people connections  – This article presents a new framework for conceptualizing the teaching, learning, and engagement for international students, which emphasizes people-to-people empathy and people-to-people connections. (Scholarly article, By Ly Thi Tran, 6 pages, Deakin University, Australia) 

Connecting best practices for teaching linguistically and culturally diverse international students with international student satisfaction and student perceptions of student learning  – This paper explores promising teaching practices for teaching linguistically and culturally diverse international students by identifying the teaching practices that have high levels of international student satisfaction and student perceptions of learning. (Scholarly article, by Smith et al., 15 pages, University of Windsor) 

International students in digital pedagogy and learning - A resource page developed specifically for international students teaching and learning considerations and paradigms in digital and non-digital contexts. (Resource webpage, University of Toronto)