Towards Inclusive Teaching and Learning in Humanities: alternatives to writing

Chanock, Kate (2008) Towards Inclusive Teaching and Learning in Humanities: alternatives to writing. Learning and Teaching in Higher Education (3). pp. 19-32. ISSN 1742-240X

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Abstract

A movement towards inclusiveness in higher education has been gaining momentum, driven by concerns for a number of groups that experience difficulties with traditional methods of teaching. The push to widen participation in higher education has highlighted a need for, broadly, three kinds of inclusion: physical, cultural, and cognitive. While many universities have adopted inclusive teaching as a policy, it is yet to be widely ‘owned’ by lecturers who design subject curricula. Focusing on teaching in the humanities, this paper discusses what is needed to make inclusion intellectually persuasive and practically feasible. It looks at the work of disability specialists in re-thinking the ways in which academic subjects might be learned and assessed, and the potential for adapting their ideas to develop a greater range of skills in all students, and help them to learn more effectively.

Item Type: Article
Article Type: Article
Additional Information: Learning and Teaching in Higher Education (LATHE) was published by the University of Gloucestershire between 2005 and 2011. LATHE was edited by Phil Gravestock and Michele Hills. Publication has ceased, the final issue was issue No.5
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Professional Services > Academic Development Unit
Research Priority Areas: Learning and Professional Contexts
Depositing User: Anne Pengelly
Date Deposited: 24 Aug 2016 08:19
Last Modified: 19 Aug 2017 07:41
URI: http://eprints.glos.ac.uk/id/eprint/3847

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