This list is a work in progress, and will be regularly added to and updated.

Anything I need to add? Let me know at


Laura Bates, “Everyday Sexism,” TEDx Oxford

  • A blunt and at times shocking discussion of sexism and misogyny in British universities, with much that resonates in American universities as well. If you want to understand how “rape culture” operates on college campuses, this talk will help you do so.

Brené Brown, “Empathy,” RSA Animate. YouTube.

  • Brief, evocatively animated video of Dr. Brené Brown discussing how we engage in empathy.

Tiffany Jana, “The Power of Privilege,” TEDx RVAWomen

  • Excellent introduction and discussion of white privilege.

Francys Johnson, “Race is a Fiction. Racism is Not.” TEDx UGA

  • Excellent discussion of how race is a social and historical construct, but also how we treat race as if it was an immutable, biologically-determined system.

Peggy McIntosh, “How Studying Privilege Systems can Strengthen Compassion,” TEDx Timberlane Schools.

  • Peggy McIntosh is the scholar who originally articulated the concept of white privilege as way to study racial dynamics and social interaction. This talk is a nice overview of her work, as well as a concise discussion of how privilege works.

Melissa Harris Perry, “How Policy Built Segregation in Baltimore,” MSNBC, May 9, 2015.

  • An excellent case study of how structures of inequality are built and how they persist. Useful for helping students examine how things like privilege, the generational wealth gap, and segregation are embedded in our very geographies.

Anne Rhodes, “What Does it Mean to be White?” TEDx Ithaca College

  • Examines “whiteness” as a category--what does it mean? Where does it come from, and why is it such a pervasive form of identity? How does identifying as “white” change people?

Sir Ken Robinson, “Changing Education Paradigms,RSA Animate. YouTube.

  • Not directly tied into inclusive teaching, but Robinson’s talk is an essential overview of why we (speaking broadly) approach education the way we do. The animation really adds to the talk’s content here, too.

Organizations and Aggregated Resources:

Ask Big Questions.

  • Tools, Resources, and Training from an organization dedicated to fostering reflective and deep listening in college settings. From their site: “We help colleges, universities, and organizations to engage students in reflective conversations that strengthen civic habits of listening, civility, and engaging diverse perspectives...Ask Big Questions conversations are proven to make students feel more connected to campus community.”

Carnegie-Mellon University’s Eberle Center for Teaching and Learning, “Classroom Climate”

  • Excellent primer for inclusive practice with some good resources for further reading at the end. This is a great place to start when thinking about what inclusive learning looks like in your own classroom.

Cornell University Center for Teaching Excellence, “Building Inclusive Classrooms”

  • Great aggregation of resources covering both theory and practice. (Note: some linked items are restricted to Cornell faculty and staff and require a login, but most are public)

Georgetown University, Center for New Designs in Learning and Scholarship, “Inclusive Pedagogy”

  • Excellent overview of Inclusive Teaching, as well as some of the key concepts and research involved, with links to further reading and resources.

Leeds Beckett University (UK):

University of Kansas Center for Teaching Excellence, Resources for Inclusive Teaching.

Plymouth University (UK), “How Can I Be More Inclusive?”

  • Excellent resource page, with bunches of links and information.

University of Michigan Center for Research on Teaching and Learning

  • Michigan’s CRLT does great work on, and has a lot of resources available for, on Inclusive Pedagogy. This link takes you to their site’s archive for items tagged “inclusive teaching.”

Teaching Tolerance (A Project of the Southern Poverty Law Center)

  • Comprehensive site with all sorts of high-quality material: magazine, blog, classroom resources, etc. This is a go-to resource for teaching inclusivity and social justice work.

Trump Syllabus 2.0, ed. N.D.B. Connolly and Keisha Blain.

  • “This course, assembled by historians N. D. B. Connolly and Keisha N. Blain, includes suggested readings and other resources from more than one hundred scholars in a variety of disciplines. The course explores Donald Trump’s rise as a product of the American lineage of racism, sexism, nativism, and imperialism. It offers an introduction to the deep currents of American political culture that produced what many simply call “Trumpism”: personal and political gain marred by intolerance, derived from wealth, and rooted in the history of segregation, sexism, and exploitation.” [for an explanation of the shortcomings of the first incarnation of the Trump Syllabus, see this article on the AAIHS blog]
  • A wealth of scholarship, historical documents, and multimedia are gathered and organized thematically as a mock college course. Tremendous resource, highly recommended (esp. for those interested in the historical development of race and racism in the US--start here)

US Department of Education, Advancing Diversity and Inclusion in Higher Education: Key Data Highlights Focusing on Race and Ethnicity and Promising Practices. November, 2016.

  • Great source for recent data from across higher ed, from back when the Department of Education actually cared about such things as inclusion and education.

Vanderbilt University, Center for Teaching, Specific Tools for Difficult Dialogues

  • Critical Incident Questionnaire, Five-Minute Rule, and the Fishbowl Exercise. Three excellent in-class strategies to foster good discussion on difficult topics.

Washington University, St. Louis: Diversity and Inclusion

  • For an excellent example of how an institutional commitment to diversity and inclusion can look, explore this site and see how these principles inform every area of Washington University’s institutional life.


Understanding and Dismantling Racism: A Booklist for White Readers. Compiled by Charis Books (independent feminist bookstore).

  • An excellent collection of readings and resources, aimed at helping white people accurately comprehend the structures of inequality, power, and privilege that undergird “race.”

Maurianne Adams and Lee Anne Bell, eds., Teaching for Diversity and Social Justice. 3rd ed. Routledge, 2016.

  • Updated version of a foundational text. Contains a wealth of practical strategies and classroom activities, broken down by area and subject. Very useful.

Ambrose, Bridges, DiPietro, Lovett, and Norman, How Learning Works: Seven Research-Based Principles for Smart Teaching. Jossey-Bass, 2010.

  • See especially Chapter 6, “Why Do Student Development and Course Climate Matter for Student Learning?”

Stephen Brookfield and Associates, Teaching Race: How To Help Students Unmask and Challenge Racism. San Francisco: Jossey-Bass, 2018.

  • A valuable and provocative collection of essays that ranges across disciplines discussing theory and practice of anti-racist teaching. For white faculty, I highly recommend George Yancy’s chapter, “Guidelines for Whites Teaching about Whiteness.”

Zeta Brown, ed., Inclusive Education: Perspectives on Pedagogy, Policy, and Practice. Reprint ed. Routledge, 2016.

  • Wide-ranging collection that tackles K-12 in addition to higher ed, and includes several international case studies as well.

Sarah Rose Cavanagh, The Spark of  Learning: Energizing the College Classroom with the Science of Emotion. West Virginia University Press, 2016.

  • Excellent synthesis of research on students’ emotions and emotional regulation and how they intersect with cognitive activity and learning in general. Contains excellent insights about creating an inclusive and positive climate in our classes and with our instruction.

Alicia F. Chávez and Susan Diana Longerbeam, Teaching Across Cultural Strengths: A Guide to Balancing Integrated and Individuated Cultural Frameworks in College Teaching. Stylus, 2016.

  • Abundant research on student success and cultural frameworks informs this study of how faculty can make a real difference in the classroom with the ever-growing diversity of our students.

Kimberlé Crenshaw, Neil T. Gotanda, Gary Peller, and Kendall Thomas, eds., Critical Race Theory: The Key Writings that Formed the Movement. New York: The New Press, 1996.

  • Essential collection of writings on Critical Race Theory. Originating in legal studies, where Critical Race Theorists sought to more fully explicate the intersections of law, race, and power, CRT’s implications for education are significant. This set of writings in the best introduction to CRT available.

Margery B. Ginsberg and Raymond J. Wlodklowski, Diversity and Motivation: Culturally Responsive Teaching in College, 2nd ed. Jossey-Bass, 2009.

  • Second edition of one of the classic texts on inclusive teaching. Bridges theory and practice to serve as an excellent resource for instructors.

Karla Gottlieb and Gail Robinson, eds., A Practical Guide for Integrating Civic Responsibility into the Curriculum. 2nd ed. American Association of Community Colleges, 2006. [PDF]

  • Useful overview packed with specific classroom and curricular strategies, as well as a good section on resources for further use.

Howell, Annie and Frank Tuitt, eds. Race and Higher Education: Rethinking Pedagogy in Diverse College Classrooms. Cambridge, MA: Harvard UP, 2003.

Inoue, A. B., & Poe, M. (Eds.). (2012a). Race and Writing Assessment. New York: Peter Lang.


Inoue, A. B. (2015). Antiracist Writing Assessment Ecologies: Teaching and Assessing for a Socially Just Future. Fort Collins, CO: WAC Clearinghouse and Parlor Press. [PDF]

  • What power structures are at play in assessments of student writing, and how do we discern and undo them? SEE ALSO Asao Inouye, Presidential Address at #4C2019, available here:

Cyndi Kernahan, Teaching about Race and Racism in the College Classroom: Notes from a

White Professor. James Lang, ed., Teaching and Learning in Higher Education.

Morgantown: West Virginia University Press, 2019.

  • Kerhanan, a social psychologist who studies race and pedagogy, has written an excellent book that provides instructors with food for thought regarding both theory and practice when it comes to teaching students about race and racisms. For those of us at PWIs, this will be very helpful. Compassionate, honest, and useful.

Lee, Amy, et al. Engaging Diversity in Undergraduate Classrooms: A Pedagogy for Developing Intercultural Competence. ASHE Higher Education Report: Vol. 38 n. 2. Hoboken, NY: Wiley, 2012.

Amy Lee, with Robert Poch, Katherine O’Brien, and Catherine Solheim, Teaching Interculturally: A Framework for Integrating Disciplinary Knowledge and Intercultural Development. Sterling, Va.: Stylus Publishing, 2017.

  • Lays out a framework for Intercultural Pedagogy in college classrooms, and provides two in-depth case studies from different disciplines on its implementation. Lee’s point that whether we want it or not, realize it or not, or believe it’s our responsibility or not, we are teaching in multicultural classrooms is an urgent one, and this book offers a compelling path for teaching and learning with this larger reality in mind. (I’ve used this for several faculty reading groups and it has been well-received every time.)

Earl Lewis and Nancy Cantor, eds., Our Compelling Interests: The Value of Diversity for a

Democracy and Prosperous Society. Princeton: Princeton University Press, 2016.

  • The case for diversity as not just a moral and ethical imperative for higher education, but as a condition which measurably and significantly improves outcomes for both students and institutions. The various essays explore this evidence through a range of examples and themes.

Matthew Ouellette, ed. Teaching Inclusively: Resources for Course, Department, and Institutional Change in Higher Education. New Forums Faculty Development. New Forums Press, 2007.

  • This exhaustive collection is pretty much my Inclusive Teaching Bible. There’s so much good work in here, spanning from individual courses to a more general institutional level.

Howard J. Ross, Everyday Bias: Identifying and Navigating Unconscious Judgments in Our Everyday Lives. Rowman and Littlefield, 2014.

  • “If you are human, you are biased,” Ross argues. The key is what we do about it.

Samuels, Dena R. The Culturally Inclusive Educator: Preparing for a Multicultural World. New York, NY: Teachers College Press, 2014.

Claude M. Steele, Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do. Issues of Our Time. W.W. Norton, 2011.

  • A social psychologist’s pathbreaking research on “Stereotype Effect” that has crucial implications for teaching and learning.

Start Talking: A Handbook for Engaging Difficult Dialogues in Higher Education.

  • Start Talking explores productive ways to engage difficult dialogues in classroom and other academic settings. It presents a model for a faculty development intensive, strategies for engaging controversial topics in the classroom, and reflections from thirty-five faculty and staff members who have field-tested the techniques. It is intended as a conversation-starter and field manual for professors and teachers who want to strengthen their teaching and engage their students more effectively in conversations about the most important issues of our time.”

Derald Wing Sue, Microaggressions in Everyday Life: Race, Gender and Sexual Orientation. WIley, 2010.

  • Anything by Sue, who first articulated the concept of microaggressions, is worth reading and reflecting upon. Microaggressions is a term often misunderstood and caricatured; Sue’s work is the antidote to that unfortunate tendency.

Elizabeth J. Tisdell, Creating Inclusive Adult Learning Environments: Insights from Multicultural Education and Feminist Pedagogy. Information Series No. 361. ERIC Clearinghouse on Adult, Career, and Vocational Education, 1995. [PDF]

  • Particularly interesting application of feminist pedagogical theories to inform an inclusive practice.

Thomas J. Tobin and Kirsten T. Behling. Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education. Teaching and Learning in Higher Education, ed. James Lang. Morgantown: West Virginia University Press, 2018.

  • Universal Design for Learning (UDL) is an essential component of Inclusive Pedagogy. This readable yet comprehensive volume is the best introduction and how-to guide for UDL available. Tobin and Behling are experts and longtime practitioners in the UDL field, and their book is particularly good for instructors who are confused or overwhelmed about accessibility/UDL and looking for a tangible place to begin. Highly recommended.

Tuitt, Haynes, and Stewart, eds., Race, Equity, and the Learning Environment: The Global Relevance of Critical and Inclusive Pedagogies in Higher Education. Reprint ed. Stylus, 2016.

  • Incisive and challenging collection with an emphasis on Critical Pedagogy.

University of North Carolina, Chapel Hill, Teaching For Inclusion: Resources for the College Classroom [PDF]

  • Tailored towards UNC-CH’s particular institutional environment, but still a very useful resource, particularly the opening two chapters.

Cia Verschelden, Bandwidth Recovery: Helping Students Reclaim Cognitive Resources Lost to Poverty, Racism, and Social Marginalization. Sterling, Va.: Stylus Publishing, 2017.

  • Fascinating, poignant examination of the effects of structural inequality on students’ cognitive resources. Part III contains a useful discussion of a variety of teaching and learning interventions we can use to counter the “bandwidth tax” paid by students from marginalized groups. (This is another text I’ve used in faculty reading groups, and it’s worked quite well every time.)

Williams, Williams, and Blain, eds., Charleston Syllabus: Readings on Race, Racism, and Racial Violence. University of Georgia Press, 2016. [Online version and bibliography available HERE]

  • This project grew out of a twitter hashtag in the aftermath of the murders of nine African Americans in a Charleston, SC church in 2015. Intended to provide historical context and clarification in the wake of the Charleston killings, this volume shows how engaged scholarship can inform larger public discussions in meaningful and powerful ways.

Damon Williams, Strategic Diversity Leadership: Activating Change and Transformation in Higher Education (Sterling, Va.: Stylus, 2013).

  • Practical, institutional-leadership-oriented text for starting and sustaining meaningful diversity initiatives and creating a culture of “inclusive excellence” on campus.

Articles, Essays, and Book Chapters:

Elizabeth Hayes Alvarez , “Fostering Open Communication in a Culturally Diverse Classroom,” Chronicle of Higher Education, Sept 18, 2016.

  • discusses communication protocol that can foster constructive discussion.

Joshua Aronson, Carrie B. Fried, and Catherine Good, “Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence.” Journal of Experimental Social Psychology, 38(2), 113-125.

  • Results of a study on mitigating the effects of Stereotype Threat on African American students; the successful interventions described here have intriguing intersections with Growth Mindset work from Dweck, et al.

Crisca Bierwert, “Making Accommodations for Students with Disabilities: A Guide for Faculty and Graduate Student Instructors,” CRLT Occasional Papers, University of Michigan CRLT. No. 17. [PDF]

  • Inclusive pedagogy keeps accessibility in the foreground, as something that benefits all students, not just those with documented disabilities. This guide, though tailored for UM teaching staff, contains really useful information, especially regarding effective teacher-student communication in this area.

Larry A. Braskamp and Mark E. Engberg, “How Colleges Can Influence the Development of a Global Perspective. Liberal Education 97:3-4 (Fall, 2011).

  • An interesting discussion of how we might work with students to develop a meaningful global awareness, one that’s grounded in learning and development theory. Two main insights: understand how students create meaning for what they’re learning, and appreciate how students are complexly influenced by their environment.

Mark A. Chesler, “Perceptions of Faculty Behavior by Students of Color,” CRLT Occasional Papers, University of Michigan CRLT. No. 7. [PDF]

  • Important and eye-opening study; vital for classroom practitioners.

Art Chickering and Larry A. Braskamp, “Developing a Global Perspective for Personal and Social Responsibility.” Peer Review 11:4 (Fall, 2009).

  • Using Chickering’s “vectors” of psychosocial development for college students, the authors discuss how developing a global perspective is a crucial task for college students, one that transcends specific content and disciplines. Interesting connections between student development theory and global education.

Danowitz, M.A. and Tuitt, F.I. “Enacting Inclusivity Through Engaged Pedagogy: A Higher Education Perspective.” Equity and Excellence in Education 44.1 (2011): 40-56.

  • Case study of efforts to incorporate inclusive pedagogy into a Ph.D. curriculum, informed by Critical Pedagogy. Contains narrative data from instructors involved in the project.

Robin DiAngelo, “White Fragility,” International Journal of Critical Pedagogy 3 (2011); 54-70.

  • From the abstract: “White people in North America live in a social environment that protects and insulates them from race-based stress. This insulated environment of racial protection builds white expectations for racial comfort while at the same time lowering the ability to tolerate racial stress, leading to what I refer to as White Fragility. White Fragility is a state in which even a minimum amount of racial stress becomes intolerable, triggering a range of defensive moves.”

Lani Florian, “Inclusive Pedagogy: A transformative approach to individual differences but can it help reduce educational inequalities?Scottish Educational Review 47:1 (2015): 5-14.

  • Nice overview of the theoretical origins and underpinnings of the Inclusive Pedagogy movement from a UK perspective.

Shibao Guo and Zenobia Jamal, “Nurturing Cultural Diversity in Higher Education: A Critical Review of Selected Models” Canadian Journal of Higher Education 37:3 (2007), 27-49. [PDF]

  • Examines intercultural, multicultural, and anti-racism models used to bring diversity into teaching and learning in higher education.

Shaun R. Harper and Charles H.F. Davis, III. “Eight Actions to Reduce Racism in College Classrooms,” Academe, Nov.-Dec. 2016.

  • Results of a thorough study of some thirty campuses that contains crucial feedback from students of color regarding their interactions with faculty and staff.

“It is also essential that professors recognize how they, often unknowingly and inadvertently, say and do racist things to students of color in the classroom. Student uprisings were as much a response to negative experiences with their peers and administrators as they were expressions of frustration with the cultural incompetence of their teachers. Students of color did not suddenly start experiencing racist stereotyping and racially derogatory comments, disregard for the thoughtful integration of their cultural histories in the curriculum, and threats to their sense of belonging in college classrooms during the 2015–16 academic year.”

Peggy McIntosh, “White Privilege: Unpacking the Invisible Knapsack,” republished by National SEED Project.

  • This 1989 article by feminist scholar McIntosh is probably the most well-known and oft-cited scholarly work on the subject, and for good reason. Its incisive analysis and list of examples make it an ideal teaching and discussion tool. The edition reprinted on this site also has McIntosh’s notes for facilitators of discussions on privilege using her work; they are useful teaching suggestions, period. [For more on McIntosh’s work, including the SEED Project, see this article.]

Tania D. Mitchell,
Traditional vs. Critical Service-Learning: Engaging the Literature to

        Differentiate Two Models.” Michigan Journal of Community Service Learning 2008

(Spring), 50-65.

  • Discusses the evolving model of “critical service learning,” which explicitly engages and embodies a social justice approach. Service learning, this article argues, should aim at instilling a social-change orientation in learners, and foster both authentic relationships and efforts to redistribute power.

Jenny Moon,
“The Presentation: An Exercise in Reflective Writing.” 

Django Paris, “Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice.” Educational Researcher 41, no. 3 (April 2012): 93–97 doi:10.3102/0013189X12441244.

  • Building on Gloria Ladson-Billings’ call for a “culturally relevant” pedagogy, Paris offers the concept of culturally sustaining pedagogies as a “necessary alternative” for us to meet the needs of all our students in increasingly multiethnic and multilingual contexts. In the face of current policies and practices that have the explicit goal of creating a monocultural and monolingual society, research and practice need equally explicit resistances that embrace cultural pluralism and cultural equality.” This is a  thoughtful, important, even essential, article.

Django Paris and H. Samy Alim, “What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward,” Harvard Educational Review 84:1 (Spring 2014), 84-100.

  • Elaborating on the principles of “culturally sustaining pedagogies,” Paris and Alim critique current models of “asset pedagogies,” insisting on a more pluralistic model of educative work going forward. Paris and Alim insist we see student identities as pluralistic, and sustain the vitality that comes from this linguistic and cultural diversity. They also give us a Freireian vision of hope stemming from the dynamic pluralism of our students, but also help us be mindful of the ways in which we need to be vigilant against the reproduction of inequities in students cultures and identities.

Stephen John Quaye and Shaun R. Harper, “Faculty Accountability for Culturally Inclusive Pedagogy and Curricula,Liberal Education, Summer 2007, Volume 93, No. 3.

  • Are our students on their own for culturally inclusive learning? Do faculty’s often unthinking and implicit choices about curriculum and pedagogy privilege already-dominant perspectives? The answer, too often, is yes. How do we fix that? This essay has some good ideas to start.

Kerry Ann Rockquemore, “Business As Usual?” Inside Higher Ed, Nov. 23, 2016.

  • Balancing self-care and our classroom/institutional responsibilities is hard; this article has some excellent strategies to do so.

Gloria M. Rodriguez, “Power and Agency in Education: Exploring the Pedagogical Dimensions of Funds of Knowledge.” Review of Research in Education 37, no. 1 (March 2013): 87–120. doi:10.3102/0091732X12462686.

  • A thorough discussion of Funds of Knowledge (FoK) pedagogies, including a review of the literature, an analysis of how these pedagogies work for teaching and learning in contexts where teachers and students exercise varying degrees of power and agency. Rodriguez also suggests ways in which FoK pedagogies intersect with other counter-hegemonic strategies and frameworks, including Critical Race Theory.

Derald Wing Sue, Annie I. Lin, Gina C. Torino, Christina M. Capodilupo, and David P. Rivera, “Racial Microaggressions and Difficult Dialogues on Race in the Classroom,” Cultural Diversity and Ethnic Minority Psychology 15:2 (2009), 183–190.

  • A qualitative study that examines the role of microaggressions in “difficult dialogues: in a classroom setting. Given their emotional and volatile nature, these discussions are often handled less than skillfully by both students and instructors, which further marginalizes students of color. The article also suggests some development strategies to address these problems.

Vanderbilt University, Center for Teaching, “Teaching in Response to the Election,” Nov. 10, 2016.

  • Good meditation and collection of resources on the aftermath of the 2016 in particular, but teaching in fraught climates in general. Very useful place to start.