Equity, Cultural Relevance and Inclusion Approaches

Culturally relevant teaching, also known as culturally appropriate, culturally congruent, culturally responsive, or culturally compatible teaching, is instruction that uses student culture to aid instruction.

The anti-bias curriculum is a curriculum which attempts to challenge prejudices such as racism, sexism, ableism, ageism, weightism, homophobia, classism, colorism, heightism, handism, religious discrimination, speciesism and other forms of kyriarchy.

Inclusion in education refers to including all students to equal access to equal opportunities of education and learning, and is distinct from educational equality or educational equity.

Inclusive classroom is a term used within American pedagogy to describe a classroom in which all students, irrespective of their abilities or skills, are welcomed holistically.

Afrocentric education refers to a pedagogical approach to education designed to empower people of the African diaspora with educational modes in contact and in line with the cultural assumptions common in their communities.

Anti-oppressive education encompasses multiple approaches to learning that actively challenge forms of oppression.

Queer pedagogy (QP) is an academic discipline devoted to exploring the intersection between queer theory and critical pedagogy, which are both grounded in Marxist critical theory.

Two-Eyed Seeing (Mi'kmaq: Etuaptmumk) is a basis in viewing the world through both Western and Indigenous knowledges and worldviews.

Mathematics for social justice is a pedagogical approach to mathematics education that seeks to incorporate lessons from critical mathematics pedagogy and similar educational philosophies into the teaching of mathematics at schools and colleges.

The least dangerous assumption is an inclusive approach to educational policy and pedagogy.

Multiliteracy (plural: multiliteracies) is an approach to literacy theory and pedagogy coined in the mid-1990s by the New London Group.