Handbook for Teaching and Learning in Geography
Show Less

Handbook for Teaching and Learning in Geography

Edited by Helen Walkington, Jennifer Hill and Sarah Dyer

This exemplary Handbook provides readers with a novel synthesis of international research, evidence-based practice and personal reflections to offer an overview of the current state of knowledge in the field of teaching geography in higher education. Chapters cover the three key transitions – into, through, and out of higher education – to present a thorough analysis of the topic.
Show Summary Details
You do not have access to this content

Chapter 13: Inclusive teaching and learning practices in geography

Annie Hughes and Nona McDuff

Abstract

Recognising that the awareness of differential outcomes among academics varies dramatically within and between institutions, we argue that addressing differential student outcomes is a key challenge for higher education. The causes of long-standing differences in students’ attainment are clearly multi-dimensional and complex (HEFCE, 2015). However, habitually teaching staff rely on a model of student-deficit to ‘explain away’ these gaps, arguing that students from particular backgrounds do not have the appropriate facility to do well in higher education. However, students’ report that factors such as the user-friendliness of their curricula, and the extent to which they feel supported and encouraged in their daily interactions, also play an important part (Mountford-Zimdars et al., 2015). This chapter argues that to ensure an equality of opportunity for all students in higher education, teaching staff in academic disciplines like geography must reflect more robustly on the inclusiveness of their own curriculum and the (unwritten) assumptions they bring to their teaching and learning practice (Hughes, 2016). We argue that an ‘inclusive’ curriculum is crucial in ensuring that all students are connected to their learning and therefore more likely to succeed. In this chapter, we apply an Inclusive Curriculum Framework (McDuff and Hughes, 2015), which identified three principles of inclusivity, to a case study of rural geography teaching and provide some evidence of its efficacy.

You are not authenticated to view the full text of this chapter or article.

Elgaronline requires a subscription or purchase to access the full text of books or journals. Please login through your library system or with your personal username and password on the homepage.

Non-subscribers can freely search the site, view abstracts/ extracts and download selected front matter and introductory chapters for personal use.

Your library may not have purchased all subject areas. If you are authenticated and think you should have access to this title, please contact your librarian.


Further information

or login to access all content.