Gibbs, Jacqueline, Hartviksen, J., Lehtonen, A. ORCID: 0000-0001-6330-4640 and Spruce, E. (2019) Pedagogies of inclusion: a critical exploration of small-group teaching practice in higher education. Teaching in Higher Education, 26 (5). pp. 696-711. ISSN 1356-2517 (Print), 1470-1294 (Online) (doi:https://doi.org/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. 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.

Item Type:	Article
Uncontrolled Keywords:	feminist pedagogy, inclusion, participation, small-group teaching
Subjects:	H Social Sciences > H Social Sciences (General)
Faculty / School / Research Centre / Research Group:	Faculty of Liberal Arts & Sciences Faculty of Liberal Arts & Sciences > School of Humanities & Social Sciences (HSS)
Last Modified:	11 Aug 2022 08:22
URI:	http://gala.gre.ac.uk/id/eprint/37124

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