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

Autor/inn/en	Gibbs, Jacqueline; Hartviksen, J.; Lehtonen, A.; Spruce, E.
Titel	Pedagogies of Inclusion: A Critical Exploration of Small-Group Teaching Practice in Higher Education
Quelle	In: Teaching in Higher Education, 26 (2021) 5, S.696-711 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2019.1674276
Schlagwörter	Inclusion; Small Group Instruction; Teaching Methods; Higher Education; Foreign Countries; Graduate Study; Learning Activities; Best Practices; Feminism; Seminars; Group Dynamics; Cooperation; Educational Technology; Technology Uses in Education; Group Discussion; United Kingdom (London) + Suchen Sie Ihr Suchwort? Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Aufbaustudium; Graduiertenstudium; Hauptstudium; Lernaktivität; Feminismus; Seminar; Gruppendynamik; Co-operation; Kooperation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Gruppendiskussion
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01