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Hard to teach: inclusive pedagogy in social science research methods education

Hard to teach: inclusive pedagogy in social science research methods education
Hard to teach: inclusive pedagogy in social science research methods education
Amidst major new initiatives in research that are beginning to address the pedagogic dimension of building capacity in social science research methods, this paper makes the first move to apply the lens of inclusive pedagogy to research methods pedagogy. The paper explores the ways in which learning social science research methods is hard and may be anxiety-provoking, which has sometimes led to a deficit discourse in which learners are positioned as ill-prepared and fearful. Learners can then be blamed for being hard to teach when an inclusive pedagogical lens would support a more asset-based discourse. Nonetheless, the authors argue that without traditional deficit-based solutions of the remedial class, special needs label or special teacher within the methods learning environment, methods teachers have developed their own responses. These pedagogic responses, elicited from the authors’ research using methods of expert interviews, focus groups and video-stimulated dialogue, address challenges associated with the learner, the learning material and the teacher’s context. The paper differentiates between practical solution-focused strategies and more holistic approaches. The authors illustrate how methods teachers reach out to diverse learners and they conclude that data and standpoints are used in inclusive teaching to make connections and to support learning.
1360-3116
74-88
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Lewthwaite, Sarah
0e26d7cf-8932-4d65-8fea-3dceacf0ea88
Nind, Melanie
b1e294c7-0014-483e-9320-e2a0346dffef
Lewthwaite, Sarah
0e26d7cf-8932-4d65-8fea-3dceacf0ea88

Nind, Melanie and Lewthwaite, Sarah (2018) Hard to teach: inclusive pedagogy in social science research methods education. International Journal of Inclusive Education, 22 (1), 74-88. (doi:10.1080/13603116.2017.1355413).

Record type: Article

Abstract

Amidst major new initiatives in research that are beginning to address the pedagogic dimension of building capacity in social science research methods, this paper makes the first move to apply the lens of inclusive pedagogy to research methods pedagogy. The paper explores the ways in which learning social science research methods is hard and may be anxiety-provoking, which has sometimes led to a deficit discourse in which learners are positioned as ill-prepared and fearful. Learners can then be blamed for being hard to teach when an inclusive pedagogical lens would support a more asset-based discourse. Nonetheless, the authors argue that without traditional deficit-based solutions of the remedial class, special needs label or special teacher within the methods learning environment, methods teachers have developed their own responses. These pedagogic responses, elicited from the authors’ research using methods of expert interviews, focus groups and video-stimulated dialogue, address challenges associated with the learner, the learning material and the teacher’s context. The paper differentiates between practical solution-focused strategies and more holistic approaches. The authors illustrate how methods teachers reach out to diverse learners and they conclude that data and standpoints are used in inclusive teaching to make connections and to support learning.

Text Hard to teach_Accepted version - Accepted Manuscript
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More information

Accepted/In Press date: 10 July 2017
e-pub ahead of print date: 20 July 2017
Published date: 2 January 2018

Identifiers

Local EPrints ID: 412194
URI: https://eprints.soton.ac.uk/id/eprint/412194
ISSN: 1360-3116
PURE UUID: fd7616d4-30c0-4aef-9710-88874940a76c
ORCID for Melanie Nind: ORCID iD orcid.org/0000-0003-4070-7513
ORCID for Sarah Lewthwaite: ORCID iD orcid.org/0000-0003-4480-3705

Catalogue record

Date deposited: 13 Jul 2017 16:31
Last modified: 11 Apr 2018 16:31

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