Those who work in university-based programs are in a unique position to positively influence teaching, leading, and learning in the 21st century—whether in traditional face-to-face classrooms or online. To ensure culturally responsive practices, postsecondary faculty and administrators must be proactive about critically reflecting on their own professional praxes related to adult learning. This paper offers a mini-review of concepts derived from the literature for promoting inclusive postsecondary learning communities in a diverse and global society. This conceptually based paper blends current practices with traditional adult learning theories and includes considerations for those who work in university-based programs that prepare educational leaders.
online learning, adult learning, inclusive learning communities, culturally responsive practices, course design
Tenuto, P. L. (2021). Teaching in a global society: Considerations for university-based educational leadership. Journal of Global Education and Research, 5(1), 96-110. https://www.doi.org/10.5038/2577-509X.5.1.1027
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