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.
Original language | English |
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Pages (from-to) | 1-16 |
Number of pages | 16 |
Journal | Teaching in Higher Education |
Early online date | 9 Oct 2019 |
DOIs | |
Publication status | E-pub ahead of print - 9 Oct 2019 |
Keywords
- feminist pedagogy
- inclusion
- Participation
- small-group teaching
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Profiles
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Aura Lehtonen
- University of Northampton, Applied Social Studies & Sociology - Senior Lecturer in Sociology
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