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

Gibbs, Jacqueline, Hartviksen, J., Lehtonen, A. and Spruce, E. (2019) Pedagogies of inclusion: a critical exploration of small-group teaching practice in higher education. Teaching in Higher Education. ISSN 1356-2517

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Identification Number: 10.1080/13562517.2019.1674276

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.

Item Type: Article
Official URL: https://www.tandfonline.com/toc/cthe20/current
Additional Information: © 2019 Informa UK Limited, trading as Taylor & Francis Group
Divisions: Gender Studies
Sociology
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
H Social Sciences > HQ The family. Marriage. Woman
Date Deposited: 07 May 2020 13:18
Last Modified: 30 May 2020 23:13
URI: http://eprints.lse.ac.uk/id/eprint/104307

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