43,271 research outputs found
Inclusive Pedagogies
Building on the principles explored in Foundations of Intercultural Teaching, this resource introduces educators to educational strategies that can foster more inclusive, equitable, and just classroom environments
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Developing Signalong Indonesia: issues of happiness and pedagogy, training and stigmatisation
Signalong Indonesia (SI), a key word signing approach, was created to support the development of Indonesian inclusive schools. A mixed methods approach collected data about teacher’s beliefs and experiences regarding SI from the first two schools to pilot it. Thirty-two teachers completed questionnaires, followed by interviews with nine teachers. Three themes emerged: understanding the nature of SI, the stigmatisation of signers and its reporting by teachers, and the nature of happiness in inclusive pedagogy. The latter reveals, for the first time, the importance of Suka as a culturally mediated intrinsic part of Indonesian inclusive pedagogy. The findings suggest recommendations about SI materials and training, and indicate a new research area regarding inclusive pedagogies within different cultures
First Fagnostics: Queering Art Education
This article advocates for a “fagnostic” pedagogy that acknowledges the queer aspects of education in relation to not knowing, of the unknown, of the unknowable, making spaces and opportunities for becoming art educator. The article defines fagnostic, questions the assumptions of heteronormative, binary pedagogies, and considers the possibilities of queering the spaces of art education practice to be more inclusive and culturally sustainable in the 21st century
Anti-ableist pedagogies in higher education: A systems approach
Disabilities and neurodiversity are dominantly understood as something that challenges higher education rather than something that enriches it: ableist underpinnings characterize higher education despite policies of widened access. While earlier research has explored ideas such as ‘inclusive pedagogies’ and ‘pedagogies of belonging’, these important contributions have downplayed the marginalizing nature of pedagogy itself. In this conceptual study, we argue that non-ableist approaches to teaching are not sufficient in itself. We suggest a conceptual model for anti-ableist pedagogies to promote belonging and to challenge the exclusion and marginalization of disabled students. We have drawn on the ecological systems model by Bronfenbrenner to examine anti-ableist pedagogies as understood through the theory of systemic change. We provide a theory synthesis by drawing on earlier work on disability studies and anti-racist pedagogies: without systematic approaches to unpack and challenge the idea of a ‘normal, able student’ in pedagogical design and policies, ‘pedagogies of belonging’ fail to foster ‘belonging’ in a system that builds on exclusion. Our study will benefit both practitioners striving for more inclusive higher education as well as researchers aiming to better conceptualize the questions of belonging in the exclusive systems of higher education
What are Inclusive Pedagogies in Higher Education?: A Systematic Scoping Review
This is the author accepted manuscript. The final version is available from Taylor & Francis via the DOI in this record‘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, 5 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
Developing NQTs e-pedagogies for inclusion
Report of a project to develop e-pedagogies for inclusion
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