Resumen de A set theory analysis of the relationship between active learning and equitable and inclusive teaching
Amy Been Bennett, Nancy Kress, Molly Williams, Karina Uhing
Although research on active learning suggests strong connections to equitable and inclusive teaching, few studies have explored the relationship between the two concepts. In this qualitative study, we examined how 13 participants in an equity-focused workshop described the relationship between active learning, and equitable and inclusive teaching. We used set theory as an analytic tool to categorise their descriptions. We found that all participants saw active learning, and equitable and inclusive teaching as related. The two relationships that were most strongly supported by participants’ statements were that active learning, and equitable and inclusive teaching are related yet independent sets, or that equitable and inclusive teaching is a subset of active learning. We discuss implications of these findings and pose questions for further exploration.
