Inclusion in higher education: an exploration of the subjective experiences of students

Abstract

There is a paucity of literature which explores students' subjective meanings of inclusion in higher education (HE). Much of the focus is on the social exclusion debate, where HE is seen as a mechanism for the promotion of social equality. There is some research which explores students' experiences, but this mostly involves those students who have acquired a label. Contemporary research in teaching and learning suggests that effective pedagogy should benefit all learners and should not require additional practices for separate groups. Based on this premise, this research seeks to begin an exploration of the meaning of inclusion to students participating in higher education. 251 students from a UK health and social science faculty participated in the research and responded to statements which elicited their subjective meanings of inclusion. Student understandings of inclusion are discussed through the emergent themes of 'the imperative of relationship' and 'flexible practice enables participation' and understood through the lens of socio-cultural theory.

Learner analytics: Hindsight evaluation at course-level

“…These are very different systems and far more complex (Susnjak et al, 2022). We need to embrace a variety of ways of working so that students have ownership of their own learning journey (Tobbell et al, 2021).…”

Inclusión en educación superior: Un análisis de tendencias desde la perspectiva bibliométrica

“…Ello se desprende del énfasis de la literatura revisada en los aspectos culturales de la participación de minorías en la educación superior, expresado, por ejemplo, en la forma en que dispositivos institucionales crean barreras que pueden ser removidas para facilitar la participación, o en el énfasis en la educación para la diversidad, o en los desafíos que enfrentan las instituciones para adaptarse a las políticas públicas en pro de la integración, o en cómo las tecnologías pueden extender el alcance de los programas educativos a poblaciones marginalizadas. Este hallazgo evidencia que aún existe un largo camino por recorrer si se quiere alcanzar la equidad, igualdad e inclusión respecto de los estudiantes en la educación superior; especialmente al considerar que el pensamiento contemporáneo en la enseñanza y el aprendizaje sugiere que una pedagogía eficaz debería beneficiar a todos los alumnos y no debería requerir prácticas adicionales para grupos separados (Tobbell et al, 2021).…”

“…La inclusión es considerada como un concepto difícil de comprender plenamente porque las concepciones de lo que constituye varían y los individuos lo experimentan de manera diferente (Tobbell et al, 2021). Ahora bien, la educación inclusiva emerge de la convicción de que todas las personas tienen el derecho de participar y disfrutar de la educación, y busca visualizar las diferencias individuales no como problemas que haya que solucionar, sino como oportunidades para democratizar y enriquecer el aprendizaje (UNESCO, 2017).…”

Queering the Language of Inclusion: Implications from a Content Analysis of Inclusion Language in Developmental Education Scholarship

“…In educational contexts, inclusion has historically referred to the integration and welcoming of students with intellectual or learning disabilities into the larger learning community (Osgood, 2005); however, the concept has been increasingly applied in connection to diversity and equity thereby taking on a broader meaning of serving or supporting students from marginalized backgrounds or who have otherwise been excluded from the academy (Tienda, 2013; Tobell et al, 2021). Some scholars and educational leaders critique this merger of terms when they are predicated upon the assumption that diverse representation equates to inclusion and equity (Flores, 2013; Shields & Hesbol, 2020; Weissman et al, 2019).…”

“…In fact, creating truly inclusive educational spaces first requires a concrete understanding of the meaning of inclusion, articulating who institutions seek to include and who makes such determinations. (Tienda, 2013; Tobell et al, 2021). (Flores, 2013; Shields & Hesbol, 2020; Weissman et al, 2019).…”