Social Inclusion in Higher Education: Culture diversity in teachers curriculum through direct experience
| Authors | |
|---|---|
| Year of publication | 2021 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | The presented paper drew on students written reflective essays (N = 1564), 20 qualitative in-depths interviews and 10 qualitative focus groups. The data were analyzed at a micro-level and meso-level of students' self-reflective pedagogical experience, based on Situation Analysis principles (Clarke, 2019). The research results showed a shift in values towards openness, greater acceptance of diversity, and a pro-inclusive approach among students. Unexpectedly, students began to reflect far more on their own socio-cultural biases. Moreover, the results showed the positive development of students inclusive teaching strategies considering pupils' individual needs, socio-economical capital and diverse social background. |