Critical Reflective Reflexive Inclusive Pedagogy: A Framework for Designing and Implementing Inclusive Educational Practices within the Online and Face-to-Face Learning Environments in Higher Education.

Rohan JowallahFollow

Location

Dogwood

Start

1-16-2018 10:30 AM

End

1-16-2018 11:45 AM

Short Description

This presentation will explore a new approach to reducing gaps between policy and practice in relation to inclusive practices.

Abstract

Over the past fifty years, there has been a growing body of literature that recognizes the importance of striving for inclusive educational practices. The creation of this body of literature and ongoing research has led the creation of policies and practices at the regional, national and international levels, aimed at enhancing inclusivity. Notwithstanding these efforts, there are often gaps between policy and practices. Subsequently, it is essential that purposeful efforts are made to reduce the gap between inclusive policies and inclusive practices. This paper will explore a new approach to reducing gaps between policy and practice in relation to inclusive practices. The paper also shares the conceptual framework for Critical Reflective Reflexive Inclusive Pedagogy (CRRIP).

According to the United Nations, ‘Education is a fundamental human right and essential for the exercise of all other human rights’ (UNESCO). Notwithstanding, globally there are millions of children and adults who are deprived of having an educational system that will cater for their learning needs, and in some cases, they will have no access to education. The consequences of the absence of educational opportunities is lifelong as ‘ Education is a powerful tool by which economically and socially marginalized adults and children can lift themselves out of poverty and participate fully as citizens’ (UNESCO). While there are arguments that the absence of a formal setting could limit the right to education, it should be noted that the starting point for an inclusive framework does not begin with a physical structure, but rather to the access to inclusive learning pathways. The fundamental right to education can only be achieved when an inclusive educational plan is implemented. In spite of movements towards inclusive policies and practices, in many institutions, there is often the contradiction between policy and practice (Tomlinson, 2007). This paper offers an innovative way of thinking about the design and implementation of inclusive educational practices within three amalgamated theoretical paradigms, (1) critical reflective practice, (2) critical reflexive practice and (2) inclusive pedagogy. The combination of the above named theoretical paradigm should lead to a Critical Reflective Reflexive Inclusive Pedagogy (Jowallah 2017). This paper seeks to: (1) justify using dominant literature in an innovative way of conceptualizing the development of inclusive teaching and learning practices; (2) disseminate the key principles for Critical Reflective Reflexive Inclusive Pedagogy (CRRIP); (3) share key approaches for the development of the inclusive pedagogical instructor, and (4) solicit feedback on Critical Reflective Reflexive Inclusive Pedagogy (CRRIP).

This session is unique, in that it outlines using dominant literature an alternative approach for enhancing inclusion within online and face-to-face courses in higher education. In addition, the session goes beyond the theoretical frameworks of diversity and focuses on key inclusive principles needed for designing and implementing inclusive educational practices within the online and face-to-face learning experiences. The objectives for this session are to:

  • Articulate and justify the need for a new approach of thinking about inclusive educational practices with attendees.

  • Share with attendees the Critical Reflective Reflexive Inclusive Pedagogy framework (CRRIP)

  • Solicit feedback on Critical Reflective Reflexive Inclusive Pedagogy (CRRIP).

  • Provide a platform for the examination and discussion of other possible pathways for developing inclusive practices for online and face-to-face students.

Selected References

Brownson, R.C. & Jones, E. (2009). Bridging the Gap: Translating Research into Policy and Practice. Preventive Medicine, 49(4), 313-315.

Jowallah, R. (2017). “Critical Reflective Reflexive Inclusive Pedagogy”. YouTube, 16 July 20, 2017.

Tomlinson S. (2005) Race, Ethnicity, and Education under New Labour. Oxford Review of Education [serial online]. 2005:153. Available from: JSTOR Journals, Ipswich, MA. Accessed May 9, 2017.

Format

Concurrent Session

Institutional level targeted

Higher Ed

Moderator

Gabriela Mendez, NSU

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Jan 16th, 10:30 AM Jan 16th, 11:45 AM

Critical Reflective Reflexive Inclusive Pedagogy: A Framework for Designing and Implementing Inclusive Educational Practices within the Online and Face-to-Face Learning Environments in Higher Education.

Dogwood

Over the past fifty years, there has been a growing body of literature that recognizes the importance of striving for inclusive educational practices. The creation of this body of literature and ongoing research has led the creation of policies and practices at the regional, national and international levels, aimed at enhancing inclusivity. Notwithstanding these efforts, there are often gaps between policy and practices. Subsequently, it is essential that purposeful efforts are made to reduce the gap between inclusive policies and inclusive practices. This paper will explore a new approach to reducing gaps between policy and practice in relation to inclusive practices. The paper also shares the conceptual framework for Critical Reflective Reflexive Inclusive Pedagogy (CRRIP).

According to the United Nations, ‘Education is a fundamental human right and essential for the exercise of all other human rights’ (UNESCO). Notwithstanding, globally there are millions of children and adults who are deprived of having an educational system that will cater for their learning needs, and in some cases, they will have no access to education. The consequences of the absence of educational opportunities is lifelong as ‘ Education is a powerful tool by which economically and socially marginalized adults and children can lift themselves out of poverty and participate fully as citizens’ (UNESCO). While there are arguments that the absence of a formal setting could limit the right to education, it should be noted that the starting point for an inclusive framework does not begin with a physical structure, but rather to the access to inclusive learning pathways. The fundamental right to education can only be achieved when an inclusive educational plan is implemented. In spite of movements towards inclusive policies and practices, in many institutions, there is often the contradiction between policy and practice (Tomlinson, 2007). This paper offers an innovative way of thinking about the design and implementation of inclusive educational practices within three amalgamated theoretical paradigms, (1) critical reflective practice, (2) critical reflexive practice and (2) inclusive pedagogy. The combination of the above named theoretical paradigm should lead to a Critical Reflective Reflexive Inclusive Pedagogy (Jowallah 2017). This paper seeks to: (1) justify using dominant literature in an innovative way of conceptualizing the development of inclusive teaching and learning practices; (2) disseminate the key principles for Critical Reflective Reflexive Inclusive Pedagogy (CRRIP); (3) share key approaches for the development of the inclusive pedagogical instructor, and (4) solicit feedback on Critical Reflective Reflexive Inclusive Pedagogy (CRRIP).

This session is unique, in that it outlines using dominant literature an alternative approach for enhancing inclusion within online and face-to-face courses in higher education. In addition, the session goes beyond the theoretical frameworks of diversity and focuses on key inclusive principles needed for designing and implementing inclusive educational practices within the online and face-to-face learning experiences. The objectives for this session are to:

  • Articulate and justify the need for a new approach of thinking about inclusive educational practices with attendees.

  • Share with attendees the Critical Reflective Reflexive Inclusive Pedagogy framework (CRRIP)

  • Solicit feedback on Critical Reflective Reflexive Inclusive Pedagogy (CRRIP).

  • Provide a platform for the examination and discussion of other possible pathways for developing inclusive practices for online and face-to-face students.

Selected References

Brownson, R.C. & Jones, E. (2009). Bridging the Gap: Translating Research into Policy and Practice. Preventive Medicine, 49(4), 313-315.

Jowallah, R. (2017). “Critical Reflective Reflexive Inclusive Pedagogy”. YouTube, 16 July 20, 2017.

Tomlinson S. (2005) Race, Ethnicity, and Education under New Labour. Oxford Review of Education [serial online]. 2005:153. Available from: JSTOR Journals, Ipswich, MA. Accessed May 9, 2017.