Practicing Inclusion for Transformation: Building Skills and Theory for Cultivating Inclusive Transformative Learning Environments

Abstract

This poster presents research done on the kind of environment or “container” required for the development of Inclusive Leadership. Drawing on a basic qualitative study of 23 diverse faculty members, the research contributes to both Transformative Learning theory and practice by drawing on transdisciplinary frameworks to describe what is needed to create more inclusive and transformative environments. Participants in the study were chosen based on their capacity for inclusive teaching and care was taken to choose a diverse sample with a heavy population of marginalized identities. Using the findings of the study, this presentation will illustrate and describe the “container” which must be created for generative dialogue across differences. Such a container requires “brave space,” equal ground, room for mistakes, and resilience through tension. Each of these elements will be richly described and will reflect their importance for inclusive, transformative environments. Creating such a container also requires various methods, skills, and capacities which will be explored. Leaders must establish ground rules, model vulnerability and not knowing, engage social identity, bring in multiple perspectives, share power, navigate conflict, and address exclusion. Inclusion requires transformative educators to create relational responsibility in the community and ask whose voice is missing. Again, each of these areas will be explored as critical element