Acutely aware of my position in the classroom as a social and educational agent of change, my approach to teaching and learning is based on inclusive pedagogies and makes use of the universal design for learning (UDL) and culturally responsive teaching (CRT) practices in fostering perspective-taking, social responsibility, and cultural competence. As a result, I employ a wide variety of instructional strategies, methods and examples that are highly engaging; I expect students to read contributions from diverse scholars and contexts; I structure lessons, lectures and discussions so that varying points of view will be included; I ensure that all students understand the expectations for learning and how they will be assessed; I design group assignments and intentionally mix groups; I make the writing of a reflexive statement part of group and/or individual assignments; I make accommodations for students with disabilities or particular issues; I know students’ names and use language that is inclusive and respectful; and I have strategies in place for responding to racist, inflammatory, or insensitive comments. I strive to create a safe and supportive learning environment where all students feel like they belong and rich, diverse dialogues can occur that enable students to learn how to engage constructively and respectfully with peers on contentious issues and participate in challenging discussions. To that end, I often begin a class by presenting a current event for discussion, administering implicit bias quizzes, asking students to analyse and interpret a current data set or a poll from a popular press source, or inviting them to formulate a position/counter-position based on a tweet or Instagram post.