• Composing inclusive learning and teaching culture: a case-study

    Author(s):
    Anita Z Goldschmied (see profile)
    Date:
    2018
    Subject(s):
    Higher education, Disability, Actor-network theory, Teaching and learning, Contemporary, Agency
    Item Type:
    Article
    Tag(s):
    case-study, equality, student, inclusive education
    Permanent URL:
    http://dx.doi.org/10.17613/abha-5t58
    Abstract:
    We have reacted to the voices of inequality by the ideals of the Equality Act (2010). The task is no smaller for us than designing curriculums that attempt to consider in the United Kingdom over 350 mental disorders (WHO 2010), 50 religions, 85 ethnic groups, 100 languages; and dozens of gender, marital, maternal, disability and sexuality identities across the life-span (ONS 2011). How can we avoid these issues being reduced to the question of the numbers? It remains a key consideration of such topics that the statistical differences embedded in our constantly changing constructed values and political interests will guide much of these decisions. Creating inclusive learning and teaching culture has become one of the top priorities to widen participation and foster diverse communities. Yet, the way to reach it remains complex that the case study of Maya, Jack and Phantas Magnolia aims to illustrate. The way forward could be moving away from the desires of single and universal solutions towards learning and teaching environments that are open, fluid and transparent to the inherent difficulties and conflicts in an attempt to compose inclusivity.
    Metadata:
    Published as:
    Journal article    
    Status:
    Published
    Last Updated:
    2 months ago
    License:
    Attribution-NonCommercial
    Share this:

    Downloads

    Item Name:pdf az-goldschmied-inclusive-education-journal-article.pdf
     Download View in browser
    Activity: Downloads: 5