Decolonizing Universal Design for Learning

UDL has gained in popularity over the last decade both in the K-12 and the post-secondary sectors. The usefulness of UDL to create inclusive learning experiences for the full array of diverse learners has been well documented in the literature, and there is now increasing scholarship examining the process of integrating UDL strategically across organisations. One concern, however, remains under-reported and under-researched. Much of the scholarship on UDL ironically remains while and Eurocentric. Even if UDL, as a discourse, considers the decolonization of the curriculum, it is abundantly clear that the research and advocacy related to UDL originates almost exclusively from the Global North and from a Euro-Caucasian authorship. It is argued that it is high time for the way UDL has been monopolized by Global North scholars and practitioners to be challenged. Voices discussing and framing UDL, from the Global South and Indigenous communities, must be amplified and showcased in order to rectify this glaring imbalance and contradiction.
This session represents an opportunity for the author to reflect on a volume he has just finished editing entitled Decolonizing UDL and to highlight and share insights into the key innovations, promising practices, and calls for change, originating from the Global South and Indigenous Communities, that have woven the canvas of this book. The session seeks to create a space for critical dialogue, for the challenging of existing power dynamics within the UDL scholarship, and for the emergence of transformative voices from underrepresented communities. The workshop will use the UDL principles scrupulously to engage participants in diverse ways (challenging single story approaches to the narrative that surrounds UDL implementation) , as well as offer multiple means of action and expression for them to gain ownership over the key themes and concerns of the session (by encouraging a broad range of interventions, contributions, and stances).

1. Decolonizing UDL Power of Potential: Sharing Experiences from Universal Design for Learning (UDL) Journeys June 26th-28th, 2024 Dr. Frederic Fovet, Faculty of Education and Social Work, Thompson Rivers University

2. Land Acknowledgement Thompson Rivers University campuses are on the traditional lands of the Tk'emlúps te Secwépemc (Kamloops campus) and the T’ exelc (Williams Lake campus) within Secwépemc'ulucw , the traditional and unceded territory of the Secwépemc . The region TRU serves also extends into the territories of the St’át’imc , Nlaka’pamux , Tŝilhqot'in , Nuxalk, and Dakelh

3. Personal introduction Many lenses under which I approach UDL: Worked in accessibility services on a large Canadian campus for four years. Have had leadership roles on MAs and Meds, supporting contract faculty with UDL (particularly in the context of the hyper-internationalized classroom) Act as UDL consultant in the K-12 and post-secondary landscapes in Canada UDL researcher

4. Context –identifying the issue UDL has been to date white, Global North domain. The scholarship itself has allowed for very little voice and representation from Global South and Indigenous voices Also, a general and ongoing reluctance to consider UDL beyond impairment and disability. Yet this is a framework about inclusion and about diversity. How can it have become so entrenched as a Caucasian, middle class, and occidental model? How do we move out of this status quo to take UDL back to more authentic concerns around diversity?

5. Objectives Brainstorm as a group around the concept of ‘decolonizing UDL’ Examine how there might be synchronicity between UDL and Indigenization Consider how we might decolonize UDL within the Global North – Global South tension Examine pragmatic action items available to the field Consider how best break issues of silos within UDL scholarship Find a global setting for UDL growth Examine UDL within the neoliberal-critical theory dichotomy

6. Activity 1: Initial brainstorm around the notion of decolonizing UDL Let’s spend 8 minutes thinking about what decolonizing might mean. How do you interpret that expression in your own professional context? What would you like to see ‘decolonized’ about UDL? [Table discussion, 8 min]

7. Debrief from group activity: An ironic reluctance of the UDL discourse to recognize barriers to learning beyond impairment First observation: resistance It can be argued that despite the articulation of its discourse, the UDL movement is reluctant to examine barriers to learning, beyond Disability and impairment. When one adopts UDL, one shifts from a focus on learner exceptionality to a design-based identification of ‘barriers’ in T&L; it is the implementation of the social model of disability into teaching practices. Yet, it is clear many advocates of UDL refuse to examine the barriers other diverse learners in T&L

8. Debrief from group activity: An ironic reluctance of the UDL discourse to recognize barriers to learning beyond impairment (contd.) Ironically, this means the field is currently fighting ‘deficit thinking’ in relation to students with disabilities, but perpetuating deficit thinking in relation to culturally, linguistically, ethnically, or racially diverse learners. Yet these barriers are usually exactly the same as those experiences by students with disabilities. Because they are not acknowledged, these barriers have a far greater impact for learners who are culturally or ethnically diverse. During the pandemic for example, they were the ‘greatest losers’ because their plight remained unacknowledged.

9. What might we include in a reflection around decolonizing UDL? Keep thinking about the list you might want to begin creating and we will revisit these ideas at the end of the workshop. We are on the lookout for actionable objectives. This is not just about theorizing!

10. Activity 2: Synchronicity between UDL and the Indigenization of the curriculum? It seems intuitive but it is far more complex than appears. Let’s take some time together to examine this overlap/ synchronicity

11. Alignment of Indigenous principles of learning with UDL First issue: there is a great amount of variety in what is framed as Indigenous or First Nations principle of T&L. Let’s take two examples: First Nations Education Steering Committee [FNESC] (2007) First Peoples Principles of Learning. New South Wales Department of Education (2023) 8 Aboriginal Ways of Learning. Let’s see to what extent UDL can fit these frameworks.

12. UDL & the First Peoples Principles of Learning First Nations Education Steering Committee [FNESC] (2007) First Peoples Principles of Learning. The Principles are as follows: Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Learning involves recognizing the consequences of one‘s actions. Learning involves generational roles and responsibilities. Learning recognizes the role of Indigenous knowledge. Learning is embedded in memory, history, and story. Learning involves patience and time. Learning requires exploration of one‘s identity. Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.

13. Interactive task [table discussions, 5 min] Where do you identify an overlap between the First People Principles of Learning and UDL? Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Learning involves recognizing the consequences of one‘s actions. Learning involves generational roles and responsibilities. Learning recognizes the role of Indigenous knowledge. Learning is embedded in memory, history, and story. Learning involves patience and time. Learning requires exploration of one‘s identity. Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.

14. First People Principles of Learning and UDL Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Multiples means of action and expression? Learning involves recognizing the consequences of one‘s actions. Learning involves generational roles and responsibilities. Learning recognizes the role of Indigenous knowledge. Multiple means of engagement? Learning is embedded in memory, history, and story. Multiple means of representation? Learning involves patience and time. Learning requires exploration of one‘s identity. Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations. Not an easy cohabitation. The First People Principles of Learning are more focused on context and ontological preoccupations than on T&L techniques.

15. Eight ways of knowing and UDL Is the task different in this second example? The NSW Department of Education Eights Ways of Knowing are: Story sharing learning maps non-verbal symbols and images land links non-linear deconstruct and reconstruct community links.

16. Interactive task: Eight aboriginal ways of knowing and UDL All these principles can be integrated into UDL as they are essentially about being multimodal in presentation, expression and engagement. This can be problematic as they do not acknowledge the wider ontological conundrum Western teachers may experience entering mindsets that are not theirs. There is here an overfocus on the techniques of communicating in T&L Story sharing learning maps non-verbal symbols and images land links non-linear deconstruct and reconstruct community links.

17. Capacity of UDL to address the priorities of Indigenous education Multiple means of representation: being multimodal in the framing of content Multiple means of action and expression: being dialogical in the way learners are invited into learning Multiple means of engagement: the most delicate of the three principles. Room here for a great deal of Indigenization (curriculum co-creation, critical pedagogy, culturally responsive pedagogy, etc.)

18. A Euro-Caucasian urgency to frame and formalize? Indigenous epistemology is at ease with intuitive understandings of ways of being. Almost impossible to discuss T&L without touching on ontology and world views. Frustration of Indigenous folks at having to explain and frame their world view and their cosmologies in a post-colonial landscape The very insistence on frameworks, principles, and written formulations is Western and therefore inherently colonial. Savoir ê tre versus savoir faire Problematic observation in the area of UDL: UDL even when it does not stress ‘the universal’ purports to be a ‘how to guide’ that all instructors can ‘buy into’ UDL – in order to allow for Indigenization – will have to keep stressing that it is no more than a lens on practice.

19. Ecological complexity of Indigenizing the UDL movement: we’re not doing this in a historical vacuum Historical absence of Indigenous communities at the UDL table Concerns over the Eurocentric nature of the UDL discourse to date Whenever the word ‘universal’ appears, it can create fear and suspicion within the Indigenization movement which is very much about a return to the local. Not necessarily such a notion as universalized Indigenous principles of education UDL movement’s considerable failure at ‘inviting in’ other scholarships Fragmentation of services and expertise within the inclusion landscape

20. Some examples of Indigenous initiatives with UDL Kearney, D.B. (2022) UDL for Indigenous pedagogies. In: Universal Design for Learning (UDL) for Inclusion, Diversity, Equity, and Accessibility (IDEA). https://opentextbooks.uregina.ca/universaldesign/chapter/6-4-indigenous-pedagogies/ Indigenous Ways of Teaching, Learning & Being with Libby Roderick [Podcast]: https://thinkudl.org/episodes/indigenous-ways-of-teaching-learning-being-with-libby-roderick Jennifer Katz’s work at UBC: https://www.threeblockmodel.com/indigenous-education--the-three-block-model-of-udl.html UDL at Mohawk College: https://www.mohawkcollege.ca/centre-for-teaching-learning-innovation/teaching-effectively/universal-design-for-learning

21. Activity 3: Decolonizing UDL within the broad Global North-Global South divide and balance inequity Decolonization is not just an internal process It makes us reflect richly on Global North vs. Global South power imbalances. What are some of the troubling observations we can make about UDL from a global perspective, when using the post-colonial paradigm as a lens? What is not right currently in the state of UDL and the Global South? [Whole room discussion, 6 min]

22. Debrief on Activity 3 Creating authentic space for Global South voices Widening the discourse to invite in our Global South colleagues Ensuring that the UDL discourse in the Global South is not seen as simply a duplication of our own Global North preoccupations Acknowledging that UDL in the Global South will not be a duplication of Global North initiatives Understanding that UDL in the Global South may look very different than it does in North American and European contexts Understanding the role of UDL in breaking reductionist and deficit model view of international student engaged in mobility Applying UDL to the complex dynamics of the hyper-internationalized classroom. Examining the use of UDL to effectively include students from the Global South who are lured the Global North through a process of hyper-internationalization, that prioritizes revenue but does not acknowledge the unease of these learners.

23. Activity 4: From the theoretical to the practical. What would be your to do list? We started the workshop saying we would create a list of actionable items that are immediate relevant to your institutional contexts. What are these actionable items so far?

24. Activity 6: Creating dialogue (one of the items on my list) How do we go about creating a new form of dialogue so that our conversation around UDL acknowledges dangerous post-colonial power dynamics and steers away from the regular Eurocentric pitfalls? ‘ The purpose of this study is to first ensure that before further research is done, that we hear from Indigenous parents that the practices and Universal Design for Learning might be beneficial to their children and supportive of their cultural identities.’ ( Vasilez , 2023) Interactive task: How is this new etiquette for collaboration to be defined and formulated within the UDL scholarship and within field experimentations and initiatives? What would this look like in your own institution? Risks: over-solicitation, being the ‘object’ of UDL experimentation rather than co-investigators, imposition of a Euro-Caucasian lens, expenditure of resource on something that does not matter to non-Caucasian communities? [Whole room discussion]

25. Activity 7: Addressing the ‘sine qua non’ groundwork that needs to take place around silos (another off my list!) It will be impossible to really stretch UDL to serve these objectives while we continue to silo our work with inclusion. Do you feel we are able to overcome the siloing of departments and faculty when it comes to UDL, beyond impairment? What are some of the ways forward? [Whole room discussion]

26. A note: Issues or territoriality and the relevance of funding models The reasons why UDL advocates are currently reluctant to consider the potential of UDL for culturally diverse learners are multiple and complex: The work of these agencies and departments is delineated with care and does not allow them to grow their scope Much of the funding of these agencies and departments is bio-medical in flavour: it requires clinical documentation. These stakeholders advocate for UDL but are funded by deficit model envelopes. Inherent tension. It is felt that growing the scope of this work would also weaken the strength of the support generated for students with disabilities The post-secondary sector is a landscape that is highly neo-liberal and is structured around the notion of competitivity as driver of productivity and efficiency. Felt as a result that support for students with disabilities effectively ‘competes’ with funding for the support of other diverse learners.

27. Examining the impact of leadership ‘As I learned more about universal design for learning, I began to notice some central ideas, embedded in universal design for learning practices and tenets that aligned with Indigenous leadership, frameworks and pedagogies. I want to be clear, ensuring that Universal Design for Learning utilizes standards in lesson design. These standards are usually based on norming data from the dominant culture, which often does not consider their Indigenous experience. For this reason, alone, I am not suggesting that there is full alignment between universal design for learning and Indigenous leadership, frameworks and pedagogies. I am suggesting that there are important crossover’s, however, that better support our Indigenous students in public classrooms. The purpose of this study is to first ensure that before further research is done, that we hear from Indigenous parents that the practices and Universal Design for Learning might be beneficial to their children and supportive of their cultural identities. The first step, then, was to Universal Design for Learning and Indigenous Leadership Frameworks 9 determine how parents may respond to components of Universal Design for Learning, and to get a picture of how Indigenous students are doing in their current school settings.’ ( Vasilez , 2023)

28. Activity 8: Finding a global setting for UDL growth We talk about breaking silos, inviting Global South partners, creating synchronicity with Indigenization, etc. This requires creating an entirely new setting for UDL growth. What are some of the requirements for us as UDL advocates and practitioners to be able to create this wider global discourse and area of authentic engagement? [Group reflection]

29. Absence of broad geo-political awareness within the UDL scholarship A fear that UDL does not recognize regional context UDL has not thus far tried to fit within the leading framework for sustainable development for social justice: UN Sustainability Goals One of these goals is specifically to support learners navigate issues simultaneously on a global and a hyper-regional scale Similarly, the UN Sustainability Goals seek to create ‘global citizens’, not just ‘expert learner’. The UDL discourse has much growing to do to fit seamlessly within a global ecology which acknowledges geo-political realities. UDL can become so focused on the neuro-cognitive dimensions of learning that it ignores the wider historic and political dimensions within which any T&L model necessarily operates. Can you be an ‘expert learner’ by just understanding yourself, or do you inevitably also need an understanding of yourself within a changing and political world?

30. A closing thought: The theoretical tension is considerable… Along much of this workshop, we have examined UDL as it relates to and overlaps with critical pedagogy, culturally responsive pedagogy, and the post- colonial unpacking of an hegemonic discourse. And yet… Danger of the ‘commercialization of inclusion’ in a neoliberal landscape – radically conflicting with Indigenization as a movement which is grounded in critical theory. Over-Americanization of resources and discourse Perpetuated whiteness of the disability movement A scholarship and an advocacy movement mostly dominated by white middle class voices. Also, a marked religious tradition within accessibility services.

31. Approaching the overlap from the stance of culturally responsive pedagogy Considerable literature around norms, values, societal purpose of instruction and assessment, etc. Also, a significant amount of literature in existence in relation to culturally sensitive design “ A pedagogy that uses students' customs, characteristics, experiences, and perspectives as tools for better classroom instruction. Students of color see themselves and their communities as belonging in academic spaces.” (Will & Najarro , 2022) CRP is used to frame Indigenization of the curriculum. There is also emerging literature around UDL and CRP (James, 2018).

32. Questions

33. The upcoming volume Fovet, F. (Ed.) (2024) Decolinizing Universal Design for Learning . CSMFL Publications Should be out in the fall. Watch my social media for further announcements

34. References & Resources Aguilera-Bear, D., & Tippeconnic , J. (2015). Voices of resistance and renewal: Indigenous leadership in education . University of Oklahoma Press. Chita- Tegmark , M., Gravel, J. W., Maria De Lourdes, B. S., Domings , Y., & Rose, D. H. (2012). Using the Universal Design for Learning Framework to Support Culturally Diverse Learners. Journal of Education, 192 (1), 17–22. https://doi.org/10.1177/002205741219200104 Cross, T. L., Pewewardy, C., & Smith, A. T. (2019). Restorative education, reconciliation, and healing: Indigenous perspectives on decolonizing leadership education. New Directions for Student Leadership , (163), 101–115. https://doi.org/10.1002/yd.20350 Dalton, E. M., Lyner -Cleophas, M., Ferguson, B. T., & McKenzie, J. (2019). Inclusion, universal design and universal design for learning in higher education: South Africa and the United States. African Journal of Disability, 8, 519. doi : 10.4102/ajod.v8i0.519 First Nations Education Steering Committee [FNESC] (2007) First Peoples Principles of Learning. https://www.fnesc.ca/first-peoples-principles-of-learning/#:~:text=The%20Principles%20are%20as%20follows,and%20a%20sense%20of%20place ). Fovet, F. (2021) Developing an Ecological Approach to Strategic UDL Implementation in Higher Education. Journal of Education and Learning, 10 (4). Fovet, F. (2020) Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation. Education Journal. Special Issue: Effective Teaching Practices for Addressing Diverse Students’ Needs for Academic Success in Universities, 9 (6), 163-172. http://www.sciencepublishinggroup.com/journal/paperinfo?journalid=196&doi=10.11648/j.edu.20200906.13

35. References & Resources (contd.) Fovet, F. (2019) Not just about disability: Getting traction for UDL implementation with International Students. In: Kate Novak & Sean Bracken (Eds.) Transforming Higher Education through Universal Design for Learning: An International Perspective , Routledge. James, K. (2018) Universal Design for Learning (UDL) as a Structure for Culturally Responsive Practice. Northwest Journal of Teacher Education, 13(1 ), Article 4. New South Wales Department of Education (2023) 8 Aboriginal Ways of Learning . https://www.8ways.online/ Vasilez , J. (2023) Indigenizing Education: Universal Design for Learning and Indigenous Leadership Frameworks . Ed.D. Thesis, Graduate School, University of Washington Tacoma. Ed.D. Dissertations in Practice. 76. https://digitalcommons.tacoma.uw.edu/edd_capstones/76 Will, M., & Najarro , I. (2022, April 18) What Is Culturally Responsive Teaching? Ed Week. https://www.edweek.org/teaching-learning/culturally-responsive-teaching-culturally-responsive-pedagogy/2022/04#:~:text=culturally%20responsive%20teaching%3A%20a%20pedagogy,as%20belonging%20in%20academic%20spaces .

36. Contact details Frederic Fovet (PhD.) Assistant Professor, School of Education , Thompson Rivers University [email protected] @Ffovet www.implementudl.com