A few years ago, I shared my concept of Critical Reflective Reflexive Inclusive Pedagogy (CRRIP) with a senior administrator of a major educational institution. During this discussion, I was asked how the model would be measured. While I understand the importance of data in higher education, the reality is, we are on dangerous ground if we believe inclusion can be measured in its totality simply through data. As I have often stated, inclusion is a work in progress and continuous process.
CRRIP provides the framework for the instructor to reflect on their practices and make the necessary changes to ensure inclusion and the transformation of the learning process.
"Critical Reflective, Reflexive, Inclusive Pedagogy (CRRIP) framework consists of three main areas, which include critical reflective practices, critical reflexive practices, and inclusive pedagogy. These three areas are not independent of each but should be seen as a combined system for the implementation of inclusive pedagogy in education (Jowalalh, 2020, p.5)."
Critical reflective practice requires the instructor to reflect on personal biases, ideological positions, personal views towards specific groups in our society, privileges, cultural sensitivity, teaching philosophy, values, etc. Once the instructor reflects on these issues, a purposeful change must take place to ensure their current teaching practices do not impede or obstruct the inclusion of all students. Once this critical reflection takes place, the transformation of teaching approaches should take place, which could lead to an inclusive pedagogical approach being deployed in the learning environment. Â
Critical Reflective Reflexive Inclusive Pedagogy requires honesty, self-evaluation, and a willingness to reflect on each principle of the model.Â
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