What Are Inclusive Pedagogies in Higher Education? A Systematic Scoping Review

Autor/inn/en	Stentiford, Lauren; Koutsouris, George
Titel	What Are Inclusive Pedagogies in Higher Education? A Systematic Scoping Review
Quelle	In: Studies in Higher Education, 46 (2021) 11, S.2245-2261 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koutsouris, George)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2020.1716322
Schlagwörter	Inclusion; Higher Education; Universities; Student Diversity; Teaching Methods; Educational Policy; Educational Research; Foreign Countries; United States; United Kingdom; Australia; Canada; South Africa; New Zealand; Hong Kong; Spain + Suchen Sie Ihr Suchwort? Inklusion; Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Ausland; USA; Großbritannien; Australien; Kanada; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Neuseeland; Hongkong; Spanien
Abstract	'Inclusive pedagogies' have been recommended as an approach for addressing increased student diversity in the university classroom. However, to date, no research has sought to map the field of inclusive pedagogies in higher education (HE) to establish how researchers have conceptualised and investigated this phenomenon. In this systematic scoping review, five databases were searched for literature published on the topic of inclusive pedagogies in HE. The findings suggest that HE researchers do not share a common understanding of inclusive pedagogies. We argue that inconsistency and fragmentation in perceptions of inclusive pedagogies is the result of inclusion itself being a philosophically contested matter; and that this needs to be reflected in the way that inclusive pedagogies are discussed in HE -- even if this goes against current performative and market-driven trends that emphasise quick fixes over acknowledging the complexity of pedagogic issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01