Inclusion (mineral)

Higher education

Performative utterance

Sociology

Pedagogy

Pure mathematics

Mathematics

Social science

Epistemology

Philosophy

Political science

Anthropology

Diversity (politics)

Field (mathematics)

Phenomenon

Studies in Higher Education

‘Inclusive pedagogies’ have been recommended as an approach for addressing increased student diversity in the university classroom. However, to date, no research has sought to map the field of inclusive pedagogies in higher education (HE) to establish how researchers have conceptualised and investigated this phenomenon. In this systematic scoping review, five databases were searched for literature published on the topic of inclusive pedagogies in HE. The findings suggest that HE researchers do not share a common understanding of inclusive pedagogies. We argue that inconsistency and fragmentation in perceptions of inclusive pedagogies is the result of inclusion itself being a philosophically contested matter; and that this needs to be reflected in the way that inclusive pedagogies are discussed in HE – even if this goes against current performative and market-driven trends that emphasise quick fixes over acknowledging the complexity of pedagogic issues.

What are inclusive pedagogies in higher education? A systematic scoping review