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Composing inclusive learning and teaching culture: a case-study
- Author(s):
- Anita Z Goldschmied (see profile)
- Date:
- 2018
- Subject(s):
- Education, Higher, Disabilities, Actor-network theory, Teaching, Learning, Contemporary, The
- Item Type:
- Article
- Tag(s):
- case-study, equality, student, inclusive education, Higher education, Disability, Teaching and learning, Contemporary, Agency
- 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:
- xml
- Published as:
- Journal article
- Status:
- Published
- Last Updated:
- 1 year ago
- License:
- Attribution-NonCommercial
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