Pedagogies of Inclusion: A Critical Exploration of Small-Group Teaching Practice in Higher Education

Aura Lehtonen, Jacqueline Gibbs*, Julia Hartviksen, Emma Spruce

*Corresponding author for this work

Research output: Contribution to JournalArticle

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 languageEnglish
Pages (from-to)1-16
Number of pages16
JournalTeaching in Higher Education
Early online date9 Oct 2019
DOIs
Publication statusE-pub ahead of print - 9 Oct 2019

Fingerprint

teaching practice
small group
inclusion
education
classroom
participation
discourse
pedagogics
proliferation
best practice
examination
Teaching
experience

Keywords

  • feminist pedagogy
  • inclusion
  • Participation
  • small-group teaching

Cite this

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Pedagogies of Inclusion: A Critical Exploration of Small-Group Teaching Practice in Higher Education. / Lehtonen, Aura; Gibbs, Jacqueline; Hartviksen, Julia; Spruce, Emma.

In: Teaching in Higher Education, 09.10.2019, p. 1-16.

Research output: Contribution to JournalArticle

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