Report on the Culturally Responsive and Inclusive Teaching Toolkit

A Framework for Advancing Sustainable Development Goals in Higher Education

A new educational resource has been developed at the University of Victoria (UVic) to advance inclusive teaching practices, directly contributing to the achievement of several United Nations Sustainable Development Goals (SDGs). The “Culturally Responsive and Inclusive Teaching Toolkit” is the result of a multi-year research project by university librarians, designed to provide faculty and staff with actionable strategies to create more equitable learning environments.

Alignment with SDG 4: Quality Education

The toolkit is fundamentally aligned with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The initiative targets educational disparities by focusing on the experiences of international students and other equity-seeking groups.

Addressing Educational Inequities (Target 4.5)

The project was initiated in 2021 by librarians Aditi Gupta and Ying Liu, who identified a lack of cultural inclusivity in library instruction based on their lived experiences. Their work addresses the critical need to eliminate disparities in education by creating a greater sense of belonging for all students, a key component of educational quality.

Research and Development for Inclusive Pedagogy (Target 4.7)

The development process, supported by a UVic Anti-Racism Initiative Grant (2021-2023), involved a comprehensive approach to improving educational frameworks.

• A mixed-method qualitative study was conducted to identify barriers and gaps in cultural competency.
• A literature review revealed a lack of practical, actionable strategies for busy instructors.
• Focus groups with faculty and librarians were held to inform the toolkit’s content.

The resulting framework promotes education for sustainable development and global citizenship by embedding principles of cultural understanding, reciprocity, and respect into teaching practices.

Contribution to SDG 10: Reduced Inequalities

The toolkit provides a robust framework for reducing inequalities within the academic institution, directly supporting the objectives of SDG 10.

Core Components for Systemic Change

The resource is structured to empower educators to dismantle systemic barriers faced by students from underrepresented backgrounds. Its primary sections include:

1. Culturally Responsive Teaching
2. Inclusive Teaching
3. Decolonizing Teaching
4. Universal Design for Learning

These components, along with detailed checklists and scenarios, provide a guide for implementing practices that promote the inclusion of all students, in line with Target 10.2.

Fostering SDG 16 and SDG 17: Partnerships and Strong Institutions

The initiative exemplifies the power of collaboration and contributes to the development of more just and inclusive institutions.

Inter-Institutional Collaboration (SDG 17)

A key aspect of the project was a collaboration with Camosun College. Librarian Robbyn Lanning and Education Developer Indigenization Sk’ing Lúudas Natasha Parrish co-authored the decolonizing teaching section, strengthening the toolkit’s Indigenization lens. This partnership demonstrates a commitment to SDG 17 (Partnerships for the Goals) by sharing knowledge and resources across institutions to achieve common objectives.

Building Inclusive Institutions (SDG 16)

Research findings indicated a demand among faculty for institutional-level training and guidelines on inclusive practices. The toolkit serves as a foundational resource for building a more effective, accountable, and inclusive educational institution, as called for in SDG 16. By promoting anti-racism and decolonization, it helps foster a more just and equitable academic community.

Outcomes and Future Directives

Since its launch, the toolkit has gained significant recognition and is being implemented to create lasting change.

Recognition and Dissemination

• The toolkit was presented and positively reviewed at the 2024 Association of Research Libraries (ARL) Inclusion, Diversity, Equity, and Accessibility in Libraries & Archives (IDEAL) Conference.
• The development team was recognized at Camosun College’s Open Education and Zero Textbook Cost Recognition Awards.
• The resource has garnered interest locally and globally, with plans for expansion across UVic departments.

Conclusion

The Culturally Responsive and Inclusive Teaching Toolkit is a significant contribution to advancing the Sustainable Development Goals within the education sector. By providing practical, evidence-based strategies, it empowers educators to foster inclusive learning environments, reduce systemic inequalities, and ensure quality education for all students, reflecting a profound commitment to equity, diversity, and social justice.

Analysis of SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  The article’s central theme is the creation of a toolkit to improve the quality of education by making it more inclusive, culturally responsive, and equitable. It focuses on enhancing the learning experience for all students, particularly international and underrepresented groups, by providing instructors with practical strategies for the classroom.

• SDG 10: Reduced Inequalities

  The toolkit directly addresses inequalities within the educational system. It aims to combat the “alienation, isolation and invisibility” faced by international students and challenge “systemic barriers faced by many students… from underrepresented backgrounds.” The focus on anti-racism, decolonization, and equity for all learners is a core component of reducing inequalities.

• SDG 16: Peace, Justice and Strong Institutions

  The article discusses the need for “institutional-level training, guidelines and good practices” to implement inclusive teaching strategies. By developing a framework to promote anti-racism and decolonization, the initiative works towards building more just, accountable, and inclusive educational institutions.

• SDG 17: Partnerships for the Goals

  The development of the toolkit was not an isolated effort. The article highlights a “collaboration with Camosun College,” where librarians and an Education Developer from another institution co-authored the decolonizing teaching portion. This cross-institutional partnership exemplifies the collaborative approach needed to achieve sustainable development goals.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. SDG 4: Quality Education

   • Target 4.5: “By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.” The article’s emphasis on supporting “students from equity-seeking groups” and the specific inclusion of a “decolonizing teaching” section co-authored to “strengthen the Indigenization and Decolonization lens” directly aligns with ensuring equal access and success for indigenous peoples and other vulnerable groups.
   • Target 4.7: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote… appreciation of cultural diversity and of culture’s contribution to sustainable development.” The toolkit is explicitly designed to promote “culturally responsive teaching” and give students a “highly valued sense of belonging,” which fosters an appreciation for cultural diversity.
   • Target 4.a: “Build and upgrade education facilities that are… inclusive and effective learning environments for all.” While not about physical facilities, the toolkit’s goal is to create inclusive learning environments. It aims to make learners “more comfortable” and foster “inclusive spaces where all voices, especially students feel a true sense of belonging.”

2. SDG 10: Reduced Inequalities

   • Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… race, ethnicity, origin… or other status.” The toolkit is a direct response to the challenges faced by international students and those from “underrepresented backgrounds.” Its purpose is to “foster equity, celebrating diversity and creating inclusive spaces,” thereby promoting the social and academic inclusion of all students.
   • Target 10.3: “Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory policies and practices…” The toolkit provides “strategies, frameworks, checklists and scenarios to promote inclusive practices” and is aimed at promoting “anti-racism.” This is a practical tool designed to help educators eliminate discriminatory practices in their teaching.

3. SDG 16: Peace, Justice and Strong Institutions

   • Target 16.b: “Promote and enforce non-discriminatory laws and policies for sustainable development.” The toolkit serves as a set of non-discriminatory policies and best practices for an educational institution. The research finding that participants “expressed the necessity for institutional-level training, guidelines and good practices” shows the demand for such frameworks to create more just institutions.

4. SDG 17: Partnerships for the Goals

   • Target 17.17: “Encourage and promote effective public, public-private and civil society partnerships…” The article explicitly describes the partnership between librarians at the University of Victoria and a librarian and Education Developer at Camosun College. This “collaboration with Camosun” to co-author a section of the toolkit is a clear example of an effective public partnership to achieve a shared goal.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions and implies several indicators that can be used to measure progress:

1. Development and Adoption of Inclusive Educational Resources

   • The creation and launch of the “Culturally Responsive and Inclusive Teaching Toolkit” is a primary indicator of progress.
   • The adoption and use of the toolkit by faculty, as evidenced by the testimony of Professor Dennine Dudley who uses its “decolonizing content in their course development,” serves as a measure of its implementation.

2. Institutional Commitment and Systemic Change

   • The call from research participants for “institutional-level training, guidelines and good practices” indicates a need for institutional policy changes. The toolkit’s development is a step towards meeting this need.
   • Systemic changes within the library, such as efforts to “decolonizing their spaces to make them more inclusive, diversifying collections and providing services with empathy,” are mentioned as tangible actions and thus are measurable indicators.

3. Qualitative Feedback and Recognition

   • The toolkit receiving “positive reviews” at the ARL IDEAL Conference is a qualitative indicator of its value.
   • The plan to gather “Feedback from faculty and students” as the toolkit is promoted and implemented will serve as an ongoing measure of its effectiveness and impact.
   • External recognition, such as the creators receiving the “Open Education and Zero Textbook Cost Recognition Awards,” acts as an indicator of the project’s success and contribution.

4. Formation of Inter-Institutional Partnerships

   • The documented “collaboration with Camosun College” is a concrete indicator of a successful partnership formed to enhance the project’s goals, specifically strengthening its “Indigenization and Decolonization lens.”

4. Table of SDGs, Targets, and Indicators

Source: news.uvic.ca