Perspectives on embedding inclusive pedagogy within a BSc psychology curriculum

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Abstract

Creating an inclusive experience for students in Higher Education is important for their engagement, belonging, and attainment. There are multiple ways of approaching inclusive teaching and there are specific considerations to be addressed when considering a Psychology curriculum. Although pedagogical resources discuss the benefits and abstract processes of creating inclusive curricula, there are little concrete examples of how to meaningfully engage in this process. We therefore present six case studies focusing on subject areas in psychology as well as specific approaches that have been adopted. In reflecting on our approaches, we offer the following suggestions to colleagues and give examples of concrete ways in which we have adopted them: (1) Consider and acknowledge your own positionality, and provide a framework for students to do the same; (2) Integrate lived experiences to content, particularly those with an applied focus; (3) Acknowledge that certain groups are underrepresented but strive to include research and theories from these groups where it is available; and, (4) Create diversity-centred learning objectives to structure an inclusive approach to content and assessment. We hope these reflections present a starting point for rich discussion about best practise in inclusive education as well as a resource for other educators.

Original languageEnglish
Article number2310991
JournalCogent Education
Volume11
Issue number1
Early online date7 Feb 2024
DOIs
Publication statusPublished - 2024

Keywords

  • decolonisation
  • Decolonization
  • equality, diversity, and inclusion
  • higher education
  • Inclusion and Special Educational Needs
  • Inclusive education
  • Marnie Best, University of South Australia, Australia
  • Pedagogy
  • Teaching Psychology

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