Participation in Inclusive Learning and Teaching Practices in Higher Education: A Qualitative Study of Academic Staff Identity and Change

Abstract

This paper presents data collected as part of a research project carried out at the University of the West of Scotland, UK. The research explores inclusive learning and teaching practices within the context of Higher Education (HE). The paper presents data collected using a qualitative, semi-structured interview approach with staff. Using distributed socio-cultural explanations of learning and development, the research seeks to develop our understanding of the complex process of cultural change within HE towards inclusive practices, through an investigation of the proximal and distal systems which serve to construct individual action and identities, the relationships between those systems, the valued practices of the community of HE, and the barriers and enablers to participation in that community.