Inclusive Teaching Saves Lives

The diversity trainer Maura Cullen points out that as soon as we become self-absorbed, we diminish the odds of making authentic connections with others. How is this relevant to inclusive and equity-focused teaching? When we believe we’ve made a significant misstep as teachers, often our first response is to focus on ourselves. In this essay, I’ll explain why inclusive teaching is life-saving and show how it offers us tools to affirm the humanity—and the very survival—of the students who are in our care. As educators, one of the best ways to undertake this work is to shift our thinking from the “me” to the “we.” 

Why Pronouns Matter

Here’s an example from my own experience. A few years ago, I was teaching my Women’s and Gender Studies class on sexual and gender diversity and I unintentionally misgendered a transgender student. In a class called Gender Freedom, no less! I was mortified, especially because I know all too well how serious, even devastating, the effects of misgendering can be for trans, nonbinary, and other gender nonconforming people.

When I failed to use the correct pronoun for my student, I felt like I had betrayed not only them but the very mission of my entire course. Although at the time I would have said that I was concerned about my student—and I certainly was--I was also ashamed that I had inadvertently “othered” them. I could not let go of the feeling that I had failed as a trans affirmative, LGBTQIA2S+ inclusive educator. In short, I was mired in the “me.”

Shifting Your Thinking from “Me” to “We”

There are a few takeaways regarding this encounter that I want to emphasize.

 If we are committed to inclusive teaching principles and practices, we need to recognize that we will make mistakes. Here I’d like to pause for a minute and note how inadequate and euphemistic the word “mistake” is; it’s crucial to remember that what we may experience as a slight slip may be experienced by our students as a denial of respect, dignity, and even personhood.

In his work on teaching about race, Stephen Brookfield describes coming to terms with making mistakes as “accepting failure’s necessary inevitability.”  While I like Brookfield’s idea that we have to normalize failure, framing such moments in terms of failure is actually very “me” focused.  It also doesn’t help us to cultivate hope and connection which is so crucial to building spaces of authentic belonging.

By shifting our thinking from a “me” to a “we” focus, we reinforce a key principle—that our success as teachers depends upon building and sustaining a sense of “we.”  When navigating inclusive teaching challenges, what’s most crucial is not our individual performance but the kind of community we co-create with our students.

Building Queer and Trans Affirmative Classrooms

Years later, I have a very different perspective on the incident when I misgendered my trans student. I failed my student in that moment, but I also did some things right.

I immediately corrected myself, apologized to the student in front of rest of the class, and then moved on to minimize causing further trauma to the student.

I followed up with the student personally, briefly reiterated my apology , and affirmed my respect for them and their gender journey. I also asked what else I could do to help them to feel more comfortable in our classroom.

So yes, I caused harm, but I ultimately strengthened my connection with this student, affirmed my classroom as an affirmative space for trans and queer students, and modeled to my entire class the importance of using gender inclusive language.

Inclusive Teaching Saves Lives

Moments like this demonstrate why creating more equitable and inclusive learning environments benefits all of our students. After 20+ years as a faculty member, I feel energized to see the conversations we are having today to make our classrooms and campuses more inclusive. Students are increasingly feeling the cumulative effects of anti-LGBTQIA2S legislation, rhetoric, and violence. Putting inclusion into action matters more than ever.

I know from my own experience the powerful impact that one affirmative educator can have on a student. Inclusive teaching isn’t just something “nice” to do.

➡️➡️ When we create respectful and welcoming spaces where our students can show up as their authentic selves and feel seen and heard, we are saving lives. 

I empower faculty members to be drivers of inclusion in their own classrooms. Message me and let’s discuss how I can help build your colleagues’ capacity for inclusive and equity-focused teaching.