Abstract
| Original language | English |
|---|---|
| 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 |
Fingerprint
Keywords
- feminist pedagogy
- inclusion
- Participation
- small-group teaching
Cite this
}
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 Journal › Article
TY - JOUR
T1 - Pedagogies of Inclusion: A Critical Exploration of Small-Group Teaching Practice in Higher Education
AU - Lehtonen, Aura
AU - Gibbs, Jacqueline
AU - Hartviksen, Julia
AU - Spruce, Emma
PY - 2019/10/9
Y1 - 2019/10/9
N2 - 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.
AB - 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.
KW - feminist pedagogy
KW - inclusion
KW - Participation
KW - small-group teaching
UR - https://www.tandfonline.com/doi/full/10.1080/13562517.2019.1674276
UR - http://www.mendeley.com/research/pedagogies-inclusion-critical-exploration-smallgroup-teaching-practice-higher-education
U2 - 10.1080/13562517.2019.1674276
DO - 10.1080/13562517.2019.1674276
M3 - Article
SP - 1
EP - 16
JO - Teaching in Higher Education
JF - Teaching in Higher Education
SN - 1356-2517
ER -