Critically Considering the 'Inclusive Curriculum' in Higher Education

Autor/inn/en	Stentiford, Lauren; Koutsouris, George
Titel	Critically Considering the 'Inclusive Curriculum' in Higher Education
Quelle	In: British Journal of Sociology of Education, 43 (2022) 8, S.1250-1272 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koutsouris, George)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2022.2122937
Schlagwörter	Criticism; Inclusion; College Curriculum; Higher Education; Literature Reviews; Instructional Effectiveness; Academic Accommodations (Disabilities); Educational Theories; Educational Research; Trend Analysis; Gender Differences; Social Differences; Racial Differences; Attitudes toward Disabilities; Students with Disabilities + Suchen Sie Ihr Suchwort? Kritik; Inklusion; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Educational theory; Theory of education; Bildungstheorie; Bildungsforschung; Pädagogische Forschung; Trendanalyse; Geschlechterkonflikt; Sozialer Unterschied; Rassenunterschied; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	This paper presents a critical interrogation of the recent drive towards the 'inclusive curriculum' in higher education (HE). Our arguments are grounded in the findings of a systematic scoping review that sought to understand how researchers have, to date, understood, conceptualised and theorised the inclusive curriculum in HE. The findings indicate that many researchers adopted largely 'technicist' understandings of inclusion as learning effectiveness and adapting current provision, seemingly prioritising a neo-liberal outcomes-driven approach to education. Given that universities worldwide are currently championing the use of certain strategies to facilitate an inclusive curriculum, it is questionable on what grounds these strategies are being promoted and what they might be 'doing' within educational spaces. We conclude that the importance of disciplinary context for understanding inclusion is currently under-appreciated, and that conceptualisations of inclusion and the inclusive curriculum mirror broader educational debates as to the very aims and purposes of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01