Circles within circles: The transformative learning of Specific Learning Difficulties (SpLD) tutors in UK universities when they engage collaboratively with theories of social justice and critical pedagogy

Abstract

This thesis considers the transformative learning of Specific Learning Difficulties (SpLD) tutors when they engage collaboratively with theories of social justice and critical pedagogy. SpLD tutors in UK universities work with students with dyslexia, Developmental Co-ordination Disorder (DCD)/dyspraxia, Attention Deficit Hyperactivity Disorder (ADHD), Tourette’s Syndrome and Autism Spectrum Disorders (ASD). Their training typically does not include theories of social justice and inclusion. Instead, the focus is usually on psychological impacts on learners such as working memory impairment and phonological difficulties. This privileges a deficit-led psychological model and, problematically, it ignores a multitude of issues that intersect and impact upon learners and on tutors’ ability to work with them. Moreover, SpLD tutors are often overlooked in research literature and discussions on inclusive practice in universities. There is a specific gap in the research literature in that the training, development and practice of SpLD tutors is not addressed in relation to social and inclusion issues. The aim of this research was to consider the transformative learning of tutors when they engaged collaboratively with theories of social justice and critical pedagogy.
Working within a broadly constructivist ontological and epistemological framework, the study applied qualitative bricolage methodology incorporating elements of inclusive, creative and social justice research methods. The SpLD tutors acted as co-inquirers and engaged in Collaborative Inquiry Circles (CICs) to explore through dialogue the theories of Giroux, Freire, Bourdieu, Sen, hooks and Ahmed. As issues of inclusive practice were considered paramount, these theories were presented in a variety of accessible formats such as blogs and videos. In keeping with the aims of inclusive research, willing co-inquirers as well as the researcher thematically analysed the findings.
Findings indicate that engaging with theories of social justice and critical pedagogy was transformative for the co-inquirers both personally and professionally. The co-inquirers recounted how issues of justice within the theories were particularly resonant to their own work in terms of recognition of their professional practice and the issues facing students. This was particularly evident for co-inquirers with SpLDs who did not consider themselves ‘academic’ enough. The theories of Freire, Bourdieu and Ahmed were considered by the co-inquirers to be more applicable to their contexts than others. CICs were considered highly accessible by the co-inquirers who identified as neurodivergent.
It is concluded that SpLD tutors should be afforded the opportunity to learn about theories of social justice and critical pedagogy. Such theories support SpLD tutors to develop awareness of their practice and their place in the university and to consider the interplay between social justice and inclusion in their work. As universities work towards becoming more inclusive institutions, the views and needs of SpLD tutors in relation to supporting students with learning differences should be taken into account.

More information

Identifiers

ORCID for Cristina Azaola: orcid.org/0000-0002-6671-4095

Catalogue record

Export record