Abstract
Twenty-first-century classrooms are becoming increasingly culturally, ethnically, and racially diverse and are looking more and more like microcosms. Consequently, students and some educational stakeholders are demanding the inclusion of race, culture, justice, and equality in the curricula and pushing the envelope for more inclusive pedagogy. Central to the concept of inclusive pedagogy are the values of fairness and equity. Proponents of inclusive pedagogy have indicated that numerous variables influence pedagogy, particularly inclusive pedagogy. These values have elicited concerns throughout the educational system regarding how instructors and facilitators serve all learners academic needs in their academies. However, there is no consensus on what constitutes inclusive pedagogy in higher education (HE) or if inclusive pedagogy even exists in that space. Therefore, educational institution leaders need to re-conceptualize their thoughts on inclusive pedagogy. This paper reviews some of the existing literature applicable to inclusive education and inclusive pedagogy. It proposes inclusive pedagogy dimensions that instructors in HE need to consider to effectively implement inclusive pedagogy practice (IPP) in the classroom. It concludes with a conceptual framework for inclusive pedagogy in practice (IPIP) in HE and suggestions of how administrators, faculty members, and course designers can advance the IPIP framework across their campuses.
Recommended Citation
Livingston-Galloway, M., & Robinson-Neal, A. (2021). Re-conceptualizing inclusive pedagogy in practice in higher education. Journal of the Scholarship of Teaching and Learning for Christians in Higher Education, 11(1), 29-63. https://doi.org/10.31380/sotlched.11.1.29
