Abstract
Conceptions and theoretical understanding of what constitutes Inclusive Pedagogy abound (Hernández-Torrano et al., 2020; Hockings, 2010; Lawrie et al., 2017; Livingston-Galloway & Robinson-Neal, 2021). Furthermore, wide-ranging recommendations proliferate, complicating implementation. Building on the groundwork of Lewis and Norwich (2004) and Moriña’s (2020) the facilitator provides a heuristic for attendees to clarify their own conception, implementation, rationale, and context-specific iteration of Inclusive Pedagogy. Individuals in this participatory professional development workshop reflected on their own understandings of Inclusive Pedagogy while gaining clarity regarding their own theoretical, axiological, and disciplinary locations within Inclusive Pedagogy. This enabled participants to begin to evaluate their own context in order to articulate a specific approach to Inclusive Pedagogy and to share this positionality and professional practice with peers. The results of this participatory workshop demonstrate the potential of workshop-as-method for both data collection and the co-construction of knowledge among higher education professionals.
Author Information
Anna Carissa Rozzo, University of Glasgow, United Kingdom
Paper Information
Conference: PCE2023
Stream: Teaching Experiences
This paper is part of the PCE2023 Conference Proceedings (View)
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To cite this article:
Rozzo A. (2023) Locating Your Inclusive Practice: A Reflective Heuristic and Workshop ISSN: 2758-0962 The Paris Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2758-0962.2023.33
To link to this article: https://doi.org/10.22492/issn.2758-0962.2023.33
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