Pedagogies of inclusion: a critical exploration of small-group teaching practice in higher education

Abstract

This paper provides a critical examination of inclusion as a pedagogic principle through a practicebased interrogation of contemporary 'good practice' strategies for encouraging inclusion in smallgroup 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.

Managing Innovation in Technical Education: Revisiting the Developmental Strategies of Politeknik Brunei

“…One of the critical elements of the blended class is the discussion forum that provides online learning opportunities to create and build relationships and facilitate the continuity of conversations and probing (Mozammel et al, 2021). Students can share their thoughts and ideas with every member in the forum and their teacher, prompting through the application of technology and responsive to the review and critique for exploiting the opportunities to learn more by the appealing conversations (Gibbs, Hartviksen, Lehtonen, & Spruce, 2019).…”

Inclusive Pedagogy in the Academic Writing Classroom: Cultivating Communities of Belonging

“…Instructors must therefore create the conditions within which students are willing and able to take intellectual and emotional risks -making the classroom a "brave space" (Pawlowski, 2018). 3 Even seemingly minor interventions, such as seating arrangements, can significantly improve the quality of students' classroom experiences (Brookfield & Preskill, 2012;Gibbs et al, 2019). A number of participants in my research noted that they prefer sitting in a circle, so that, as one put it, "We can all see each other [and] everybody can share something."…”

“…In recent years, the terms inclusion and inclusivity 1 have become prominent within higher education in North America and Europe (e.g., Gibbs et al, 2019;Hoffman et al, 2019;Kottmann et al, 2019). Inclusion has been defined in a variety of ways: Many institutions use the term to refer to issues of access and support for students with "special needs," including those with physical or cognitive disabilities (Matthews, 2009Sachs & Schreurer, 2011.…”

“…As one participant put it, "it's not so much like a place is just open to anyone, but instead that anyone is welcomed in that place." Both experts and students see the classroom as an important site for this meaningful engagement with diversity (Gibbs et al, 2019;Gannon, 2018;Strayhorn, 2018). While most instructors envision their classrooms as places where students engage across difference, research suggests that without the proper set up and skill set, this critical engagement may actually increase alienation -in particular for students from underrepresented backgrounds (Sue et al, 2009).…”

Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education

“…In this line, Miyazoe and Anderson [40] state that participation in the classroom and the use of group methodological strategies minimise anxiety in the students, as different social barriers and obstacles are temporarily disregarded, such as age, gender, social status and diverse capabilities. Therefore, participatory activities facilitate the development and attainment of an inclusive and democratic classroom [41]. In this sense, Vacarella [42] highlights that, in order to attend to diversity, it is important for faculty members to have a broad repertoire of methodological strategies.…”