Seminar/Workshop: Fostering Respectful, Inclusive, and Diverse (RID) Classrooms
On April 9, 2026, the Department of English and Humanities (DEH) at the University of Liberal Arts Bangladesh organized an online seminar/workshop on “Fostering Respectful, Inclusive, and Diverse (RID) Classrooms.” The session was facilitated by Dr. Nira Rahman, Lecturer in Educational Design and Student Engagement, University of Melbourne, Australia. The aim of the seminar/workshop was to sensitize educators and students to the importance of inclusivity and to provide practical strategies for managing diverse academic environments.
The session began with a foundational exploration of diversity and inclusivity, where Dr. Rahman defined diversity as the presence of different identities and inclusivity as the active "how" of making those identities feel valued. She utilized a "Salad Bowl" analogy to illustrate that inclusivity does not require individuals to abandon their unique "lenses" or lived experiences. The core message of the session was the significance of positionality in pedagogy. Dr. Rahman emphasized that identity that encompasses gender, language, and ethnicity is not static and directly influences how individuals perceive and are perceived within a classroom. Furthermore, she advised that recognizing vulnerability is a strength for educators as sharing personal challenges helps build essential trust and relationships with students.
The discussion then shifted toward practical classroom strategies. Dr. Rahman highlighted the importance of equity over equality, suggesting that educators must address specific student needs rather than applying a one-size-fits-all approach. To foster an inclusive atmosphere, she recommended calling students by their names to encourage participation while carefully respecting their agency to avoid causing anxiety. Additionally, she discussed the role of transparent rubrics in grading, ensuring students perceive assessment as a positive tool for learning from mistakes.
The workshop concluded with an interactive segment where participants shared their own experiences regarding how they are perceived by others in academic spaces. This was followed by a discussion on the classroom as a microcosm of society, where intersectional identities deeply influence the learning journey. Overall, the highly engaging session assisted the participants with significant exposure to fostering active learning and critical thinking through a personal and inclusive lens.
Report by Tuni Nigar (223013042)
