Much has been written recently about inclusive learning environments in higher education. Most of this writing has unproblematically assumed a simple link between inclusion and access to institutions. In this paper I suggest that inclusive learning environments need to be reconceptualised as contexts within which a 'democratisation of knowledge' occurs. I draw upon my experience as a tutor on a professional development course for university lecturers to explore this reconceptualisation, looking in particular at issues to do with experiential knowledge, gender and sexuality.
Towards Inclusive Learning Environments in Higher Education? Reflections on a Professional Development Course for University Lecturers
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