Pedagogies of inclusion: a critical exploration of small-group teaching practice in Higher Education

Gibbs, Jacqueline ORCID: https://orcid.org/0000-0001-7961-8206, Hartviksen, Julia, Lehtonen, Aura and Spruce, Emma Pedagogies of inclusion: a critical exploration of small-group teaching practice in Higher Education. Teaching in Higher Education . pp. 1-16. ISSN 1356-2517 [Article] (Published online first) (doi:10.1080/13562517.2019.1674276)

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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. It reflects on 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 measure 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 measuring inclusion through the limited scope of participation

Item Type: Article
Keywords (uncontrolled): feminist pedagogy, inclusion, participation, small-group teaching
Research Areas: A. > School of Law > Criminology and Sociology
Item ID: 28120
Notes on copyright: This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 09/10/19, available online: http://www.tandfonline.com/10.1080/13562517.2019.1674276
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Depositing User: Jacqueline Gibbs
Date Deposited: 08 Nov 2019 14:08
Last Modified: 09 Apr 2020 02:15
URI: https://eprints.mdx.ac.uk/id/eprint/28120

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