The Inclusivity Pathway Training (IPT) is designed to assist in the
development of skills necessary to facilitate inclusive learning situations
and or working environments, whether they be one-on-one, in a group,
on the work floor, personal, or in the classroom. It aims to build
people’s confidence in using basic skills and to act as
change agents in their respective environments.
Furthermore, fail the IPT holds the premise that
inclusion requires the disruption of underlying,
structural, and historically based impediments
The IPT is designed according to themes.
Participants go through a range of
activities based on a set of skillset
themes.These activities draw
from a variety of sources
There are many approaches and definitions of transformative learning. For us transformative learning entails a learning process that uses engaging and experiential explorations with the goal of reaching deep, regenerating and embodied changes within the person that they can use to implement change at the communal level.
Restorative practice as put forth by Kelvin Cooper
(Bronx Community College) acknowledges the personal
and communal trauma that are core at dealing with
systems of inequality. Facilitating inclusion therefore
requires awareness and purposeful address of this
trauma. On a communal level it requires restoring what
has been broken down. On a personal level, engaging
diversity and inclusion is taxing work on one’s wellbeing,
hence taking care of oneself is essential as an
agent of transformation.
Cognitive Psychology, Rational Emotive Behavioral Therapy (REBT), and Psychodrama give insight and tools to deal with the interrelated concepts of emotions, behavior and cognitions. IPT is not therapy but utilizes elements from cognitive therapy because its methods are designed and proven to be helpful in problem and – action focused behavioral changes. In addition, it aids in addressing an often overlooked if not avoided aspect of inclusive actions, namely emotions.
Indigenous knowledge is a broad category within the academic arena
which, although not commonly taught, is a multidimensional body of
knowledge reflecting epistemological and ontological contributions from
indigenous people of all over the world. Academically it highlights the
perspective of colonized and marginalized peoples, and hence great
understanding of systematic inequalities in institutions, life experiences,
but also in knowledge production itself. Some key aspects of indigenous
knowledge are: a perspective that all are related; knowledge based in
local tradition, culture and experience; comfortability with a space of not
knowing; and the pursuit of knowledge as the pursuit of justice.
Embodied knowledge emphasizes the role of the body in
learning and relating to others. It provides tools to go
beyond the intellect to make sure that learned information is
fully embraced and “lands” within a person. It also serves as
empowering to trust the body to step forward and take
action when needed.
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The dominant and the other provides us with a model to help explain our human interaction patterns that entail many inequalities. It demonstrates that out of the range of stories that make up our community, one tends to rise to the top, while the others remain below. Consequently, we have learned things about being in either the dominant or the other position. Our conditioned behaviors contribute to maintaining these unequal relations and to accepting them as our normal. The dominant and the other model is a dynamic model, rather than a static one. Depending on the context and situation, any of us can be in the dominant position, and any of us can be in the position of the other.
AND THE OTHER
HOW TO USE THE IPT?
Aminata Cairo explains how the IPT was designed, its intended use and how to get the most out of the training.
The IPT was designed out of Dr. Aminata Cairo’s 30+ years of experience as a community worker, community artist, psychologist and anthropologist, and through her more recent work at Leiden University and The Hague University of Applied Sciences. Significant contributions were made by Professors Kelvin Cooper (Bronx Community College) and Kathryn Bentley (Southern Illinois University Edwardsville). Initially called the Inclusivity Training Toolkit, the first pilot version was designed in 2017.
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CONTRIBUTORS TO THE
An NRO research fund was granted in 2019 for the development of the Inclusivity Training Toolkit
(now the Inclusivity Pathway Training). The original team from THUAS in collaboration with research staff from InHolland University of Applied Sciences and Leiden University proposed to refine and further develop the training program, and to develop a facilitators training program. The NRO provided funding for three years to do so. An essential part of this program is to make the process accessible to a wide audience to promote collective ownership.