The evolving demands of higher education underscore the need for inclusive and participatory teaching practices. As a lecturer and unit leader within the Leadership & Management programme at FBS, the challenge lies in diversifying content delivery formats to foster inclusivity, enhance accessibility, and promote student autonomy. This literature review examines key theoretical frameworks and pedagogical approaches relevant to this theme while reflecting on data collection methods to evaluate the impact of the proposed interventions.
Theoretical Frameworks for Inclusive and Participatory Learning
- Paulo Freire’s Dialogical Approach
Freire’s Pedagogy of the Oppressed (1968) challenges traditional, hierarchical models of education where teachers are the sole providers of knowledge, and students passively receive it. Freire advocates for a dialogical method where learning is co-constructed through active participation. This aligns with the objective of diversifying teaching formats, moving away from tutor-led sessions to more collaborative approaches. Freire’s emphasis on critical dialogue provides a foundation for embedding inclusivity, allowing students from diverse backgrounds to share their perspectives and challenge normative interpretations of knowledge.
2. Brookfield’s Four Lenses Framework
Brookfield (2017) provides a reflective tool to evaluate teaching practices through four perspectives: self-reflection, student feedback, peer input, and academic literature. This framework supports iterative improvement in pedagogical approaches, ensuring that interventions remain relevant and impactful. For example, using Brookfield’s lens of “student perspectives,” feedback can be systematically gathered to refine student-led activities, enhancing their inclusivity and accessibility.
3. Crenshaw’s Theory of Intersectionality
Crenshaw’s (1991) work on intersectionality highlights the overlapping and interconnected systems of oppression that marginalised groups experience. Applying this theory to teaching practices underscores the importance of creating spaces where diverse voices are not only heard but also valued. This resonates with the project’s aim to democratise knowledge and reduce barriers for students from underprivileged backgrounds by promoting collaborative, cost-effective learning formats such as podcasts and symposiums.
4. Cultural Intelligence and Community Building
Levychin (2018) and Thomas (2022) argue that cultural intelligence—the ability to function effectively in diverse cultural contexts—is essential in fostering inclusive learning environments. By designing student-led sessions, educators can cultivate a sense of belonging and collaboration, enabling students to engage with course materials in ways that reflect their unique cultural contexts and lived experiences.
5. The Inclusive Education Framework (QAA, 2023)
The QAA’s Inclusive Education Framework (2023) underscores the importance of creating inclusive learning environments that cater to diverse student needs, ensuring equal access to learning opportunities. It advocates for adopting inclusive teaching strategies that remove barriers to learning, promoting accessibility, and creating a culture of inclusion within the educational experience. This framework is crucial for guiding the design and evaluation of inclusive teaching practices, reinforcing the necessity of integrating inclusive principles into curriculum design and pedagogical approaches. It supports the ongoing refinement of teaching strategies to reflect diversity and inclusion, making it an essential tool for assessing the effectiveness of proposed interventions.
Diversifying Content Delivery: Best Practices and Challenges
6. Student-Centred Pedagogy
Student-centred learning, as discussed by Weimer (2013), emphasises active participation and autonomy. Strategies such as flipped classrooms and peer-led discussions have proven effective in enhancing engagement and critical thinking. By adopting these strategies, we educators can empower students to take ownership of their learning, which is particularly important in fostering inclusivity. However, the challenge lies in ensuring that all students feel equally equipped to participate, which requires careful scaffolding and support.
7. Digital Tools and Accessibility
The integration of digital tools, such as podcasts and collaborative platforms, offers opportunities to make learning resources more accessible. According to Bates (2019), digital media can bridge the socio-economic gap by providing cost-effective alternatives to traditional resources. However, it is crucial to ensure that digital formats are inclusive, taking into account factors such as access to technology and digital literacy.
8. Collaborative Learning and Inclusivity
Johnson and Johnson (2018) highlight the benefits of collaborative learning in building a sense of community and fostering critical thinking. Group activities, such as student-run symposiums, allow individuals to contribute in ways that align with their strengths, accommodating diverse preferences and capabilities. This approach not only enhances learning outcomes but also promotes inclusivity by valuing the contributions of all participants.
The literature review informing this project explored theoretical and practical approaches to diversifying content delivery formats in higher education. Drawing predominately on Freire’s dialogical methods, Brookfield’s reflective framework, and Crenshaw’s intersectionality theory, the proposed interventions aim to create inclusive, collaborative learning environments. Additionally, the QAA’s Inclusive Education Framework (2023) provides a crucial framework for ensuring that these practices are aligned with broader educational goals of inclusivity.
By fostering critical thinking, cultural intelligence, and community building, this project seeks to address the challenges of accessibility and inclusivity within the Leadership & Management programme at FBS.
References
Bates, T. (2019) Teaching in a Digital Age: Guidelines for Designing Teaching and Learning. 2nd ed. Vancouver: Tony Bates Associates Ltd.
Brookfield, S. D. (2017) Becoming a Critically Reflective Teacher. 2nd ed. San Francisco: Jossey-Bass.
Brookfield, S. D., Rudolph, J., & Yeo, E. Z. (2019). The power of critical thinking in learning and teaching. An interview with Professor Stephen D. Brookfield. Journal of Applied Learning & Teaching, 2(2), 76-90.
Crenshaw, K. (1991) ‘Mapping the margins: Intersectionality, identity politics, and violence against women of color’, Stanford Law Review, 43(6), pp. 1241-1299.
Freire, P. (1968) Pedagogy of the Oppressed. New York: Continuum.
Johnson, D. W. and Johnson, F. P. (2018) Joining Together: Group Theory and Group Skills. 12th ed. Boston: Pearson Education.
Levychin, L. (2018) ‘Cultural Intelligence in Higher Education: A Framework for Inclusivity’, Journal of College Student Development, 59(4), pp. 489-505.
QAA (2023) The Inclusive Education Framework. [online] Available at: https://www.qaa.ac.uk/membership/collaborative-enhancement-projects/equality-diversity-and-inclusion/the-inclusive-education-framework [Accessed 20 December 2024].
Thomas, D. C. (2022) Cultural Intelligence: Living and Working Globally. 4th ed. Oxford: Routledge.
Thomas, Cate. (2022). Overcoming Identity Threat: Using Persona Pedagogy in Intersectionality and Inclusion Training. Social Sciences 11: 249. Available at: https://doi.org/10.3390/socsci11060249
Weimer, M. (2013) Learner-Centered Teaching: Five Key Changes to Practice. 2nd ed. San Francisco: Jossey-Bass.