3 Evaluating and Modifying Materials
Evaluating and Modifying Materials for Inclusivity
Introduction
When it was revealed that COVID-19 could present as a rash on the toes or skin, dermatologist Jenna Lester began looking for examples in literature of what this rash looked like on Black skin so she could effectively treat her Black patients. She couldn’t find any images (McFarling, 2020). This led her to conduct a systematic literature review of available materials on COVID-19 and rashes. This review found that the images included in dermatology texts were almost exclusively of lighter skin and there were no images that showed the rashes on dark skin (Lester, 2020). In her review, Lester points out that “this is a serious problem because skin disease often presents differently in skin of color” (2020). In the field of dermatology “where images are critical for diagnoses, the lack of images of darker skin poses a roadblock to proper treatment and medical education” (McFarling, 2020). For more reading on this topic, read Dermatology faces a reckoning: Lack of darker skin in textbooks and journals harms care for patients of color.
The lack of representation in dermatology is just one example of the need to apply a critical lens to classroom materials to create an equitable and inclusive curriculum. Often, what is missing from curriculum materials is as important as what is included. Elliot Eisner (1994) coined the term “null curriculum” to describe what is absent from the curriculum. In the case of the null curriculum, “students are learning something based on the absence of certain experiences, interactions, and discourses in the classroom” (Milner, 2017). For example, if students are not given the opportunity to call out sexist or racist language in materials, they might learn that engaging in critical reflection on these issues is not valued (Milner, 2017).
In the exercises below we will examine some examples of what is, and is not, included in textbooks from a variety of disciplines. You will then have the opportunity to examine your own materials for inclusivity.
Keep in mind the principles of UDL and CSP as we explore these two topics. Culturally Responsive and Sustaining Pedagogy centres the learner and provides a model for how learners can consistently see themselves represented in the classroom.
Culturally Relevant and Responsive Pedagogy Educator Checklist
One tool that can help guide you when reviewing curriculum and materials is the following Culturally Relevant and Responsive Pedagogy Educator Checklist. A PDF copy of the checklist is included below.
Culturally Relevant and Responsive Checklist
Other questions to ask yourself when reviewing, developing, and delivering materials are:
- Are there equal numbers of students with varying identities participating in activities and discussions? Is this subject/unit perceived by all students as being of importance and relevance to their lives?
- Examine examples used in teaching and resource materials. Are examples used which equally draw on the achievements and contributions of both privileged and oppressed groups?
- Are incidents of inappropriate stereotyping or oppressive language dealt with when they are encountered in materials, online discussions, and student work?
- Are students taught the skills to have the ability to recognize and critically analyze inequitable situations?
Evaluate
Use the checklist to analyze the examples of curriculum below.
Now that we’ve had a chance to review materials for a diversity of representation, we are going to focus on making reading materials accessible to English Language Learners and international learners. This will include being aware of expected background knowledge as well as vocabulary such as idioms.
Pick one of the subjects below and flip through the slides to take a closer look at a passage from a textbook.
Key Takeaways
- Examples and materials should be chosen with an eye to including the interests, world views, and experiences of a variety of social groups. Be aware of expectations of cultural background knowledge in materials.
- Be aware of the “null curriculum” or what is not included. Make an effort to include the contributions and experiences of traditionally oppressed groups to counter dominant narratives.
- Evaluate language to make sure it is inclusive and non-discriminatory. Be aware of language such as idioms that might not be accessible to ELLs.
- Offer opportunities for students to evaluate materials critically.
- Offer students opportunities to choose materials.
- Invite students to share their understanding of the world.
Apply
- Choose a reading, video, or other material that you currently use in your practice.
- Using the Culturally Relevant and Responsive Educator Checklist, evaluate the material to see if it is inclusive and non-discriminatory.
- Make note of any language that might be inaccessible to English Language Learners.
- Make a list of changes that would enhance inclusivity.
- Make the changes!
Looking at Language in Textbooks
To learn to read is to light a fire; every syllable that is spelled out is a spark. —Victor Hugo
Evaluate
Choose one textbook from the following and examine the language used that may be unknown by some of your ELLs
ECE
Computer Science
Business
Physics
Nursing
Science
Strategies Supporting ELL’s Reading
“Don’t use a five-dollar word when a fifty-cent word will do.” ―
Expand Your Knowledge
Click on each heading to learn about specific strategies to support ELL’s reading.
Apply
Put what you have learned into action.
- Pick a selection from your course readings and highlight the subject specific vocabulary that may be unknown by ELLs in your courses.
- If there is a text glossary – check to see if these words have been defined.
- For any words not already defined, write a simple definition. Use a learner dictionary to find definitions that are accessible for ELLs (https://www.oxfordlearnersdictionaries.com/us/) or use rewordify.com to provide simplified wording.