Equity, Diversity, and Inclusion Design for Learning: Incorporating Critical Race Theory, Queer Theory, and Indigenous Pedagogies into Universal Design for Learning

Abstract

This research explored inclusive education, including identity factors like gender, sexual orientation, race, culture, and ability. It critically assessed Universal Design for Learning (UDL) through the perspectives of Critical Race Theory (CRT), Queer Theory (QT), and Indigenous pedagogies. Utilizing a mixed-methods online survey, the research identified prevalent themes, including underrepresentation and positive impacts of representation. The results underscored the necessity of a more inclusive learning design, influencing educational practices and cultivating diversity in the educational environment. Synthesizing literature review and survey feedback, the study advocated for an expanded framework: Equity, Diversity, and Inclusion Design for Learning (EDIDL), shaped by these theories and student experiences. This study contributes to the field by proposing key principles for EDIDL, offering a comprehensive solution to enhance inclusive educational practices.