Educational Inquiry
Hegemony of Global Knowledge: Challenge for Equity and Inclusiveness
Paper Presentation in a Themed Session
Hitendra Pillay
Increasing recognition of non-western knowledge is now challenging our understating of concepts, phenomenon and consequently our practices. Solving developing and non-English speaking countries’ education challenges with borrowed ideas from the West has moral and ethical concerns. Do we want to see a ‘homogenised global order’ where everyone looks the same and does similar things? Diversity of culturally driven knowledge can significantly enhance our lives and increase global innovations. This paper poses some emerging concerns that may challenge, the currently, widely accepted concepts and practices. It is intended to be a provocative discussion to create opportunities for people to remain true to their culture yet engaged with the wider world through a “mutually respectful interface” that does not expect one to change to become like the other.
Educators Self-identify the Ease and Difficulties of Embedding Inclusive Education: Strengths, Weaknesses, Opportunities, Threats
Paper Presentation in a Themed Session
Shane McIver
The Graduate Certificate in Higher Education upskills teaching staff as a form of professional development. Extant literature advocates for inclusive education training as part of capability building among staff, however there are knowledge gaps regarding the specifics and recommendations for content and delivery. At Deakin University, one subject within the Graduate Certificate focuses on ‘Establishing Inclusive and Effective Learning Environments’, and it was of interest to examine insights from enrolled educators about how they perceived embedding inclusive education in their own current teaching practice to ascertain ‘where to from here’. This is a cross-sectional, qualitative descriptive study where assignments served as the dataset. The assignment asked educators to reflect on what they believed to be their strengths, weaknesses, opportunities and threats in relation to embedding inclusive teaching principles and practice and discuss strategies for addressing each moving forward. A thematic analysis was applied to identify patterns in responses across the cohort (N = 127) and examine perspectives from academic and professional staff accordingly. This study served as a timely needs assessment for understanding confidence levels among staff for a) knowing inclusive education principles and b) how to apply them. Outcomes are discussed suggesting specific recommendations and what is required for contemporary training in inclusive education, to create meaningful changes to curricula and further support student success and retention.
