Lehtonen, A., Gibbs, J., Hartviksen, J. and Spruce, E. (2019) Pedagogies of Inclusion: A Critical Exploration of Small-Group Teaching Practice in Higher Education. Teaching in Higher Education. , pp. 1-16. 1356-2517.
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Abstract:
This paper provides a critical examination of inclusion as a pedagogic principle through a practice-based interrogation of contemporary ‘good practice’ strategies for encouraging inclusion in small-group teaching. The analysis emerges from our experiences of delivering four classroom exercises that are frequently proposed as strategies for increasing inclusion, and borrows insight from critical intersectional feminist pedagogy to interrogate normative discourses of inclusion in HE. We argue that both the terms of inclusion, and the assumption that (verbal) participation is itself a straightforward sign of improving inclusion in classroom spaces, require interrogation. This article thus responds to the proliferation of inclusion discourses in contemporary UK HE, by identifying some of the potential pitfalls of viewing inclusion through the limited lens of participation.
Uncontrolled Keywords:
feminist pedagogy, inclusion, Participation, small-group teaching
Creators:
Lehtonen, A., Gibbs, J., Hartviksen, J. and Spruce, E.
Faculties, Divisions and Institutes:
Date:
9 October 2019
Date Type:
Published Online
Page Range:
pp. 1-16
Journal or Publication Title:
Teaching in Higher Education
Number of Pages:
16
Language:
English
ISSN:
1356-2517
Status:
Published / Disseminated
Refereed:
Yes
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