Subject Index

Citation (2019), "Subject Index", Hoffman, J., Blessinger, P. and Makhanya, M. (Ed.) Strategies for Fostering Inclusive Classrooms in Higher Education: International Perspectives on Equity and Inclusion (Innovations in Higher Education Teaching and Learning, Vol. 16), Emerald Publishing Limited, Bingley, pp. 287-295. https://doi.org/10.1108/S2055-364120190000016022 Publisher: Emerald Publishing Limited Copyright © 2019 Emerald Publishing Limited INDEX Note: page numbers in italics and bold refers to figures and tables, and page numbers followed by ‘n’ refers to end notes. academically underprepared students, 130, 133, 143 academic discourse practices, 134, 141 academic integrity (AI), 20–23, 28–30 communicating significance of, 29–30 dishonesty and, 22, 23 educating students, 30–31 ethical underpinnings of, 25 teaching students, 28–29 academic literacy, 130, 132–134, 136, 138, 140, 143 academic norms, 40 academic outreach, 69–72 academic practice, 236 academic writing, 132, 135, 137, 138, 142, 143 access, 68, 70, 74, 78, 85–88, 90–94 accessibility, 238, 239 accommodation, 86, 91, 93 action research, 20, 21, 27–31 active engagement, 262 active interviews, 256 additional staff feedback, 92–93 adult development, 157 affect, 45–46 African-Ecuadorian groups, 161 Africa, widening participation strategy in HE, 101–103 agency, 43, 45 AI. see academic integrity (AI) Altered Appearance icon, 173, 174 alternative input, 102 American Educational Research Association, 188 Anglophone community, 50–54, 57–58, 60–62 anti-colonial schooling, 184, 187, 191 Asian students, 21, 23 assessments, 241 assistive technology, 99, 101, 102 Association of Canadian Community Colleges, 117 asynchronous collaboration, 217–218 attitudes, 53 Attracting International Students, 235 audit culture, 253 Australian higher education, 68–69, 71 authentic learning, 262 authorial identity, 25–27, 30, 31 authorship scale, 26 barriers to higher education participation, 69, 71 belongingness, 258 Berkeley Social Welfare, 113 black and minority ethnic (BME) students, 253 black students, 184 Bluebonnett University (BU), 184–186 bottom-up approach, 26, 28 British Sign Language, 253 Business and Management, 217 Canada, 20, 24, 27, 50, 53, 84 case study, 244–246 Centennial College, 112–117, 119, 126, 126n1 challenges, 236–237 Charter of Rights and Freedoms, 50 Charter of the French Language (Law 101), 50 China, 24 citizens of the world, 260, 261 civic attitudes, 154, 157, 158 Civic Attitudes and Skills Questionnaire (CASQ), 157–158 class reflections, 162 classroom interaction and voice, 223–225, 224–226 clinical education, 168–170, 176, 178–181 clinical reasoning, 169, 176 Coady International Institute (the Coady), 84 co-design/collaboration, 37–42 co-inquiring process, 254, 256–261 Coleman-Fountain, E., 88 collaboration, 257–258 college, 112–119, 121, 125, 126, 198, 206 Colleges and Institutes Canada, 117 college students, 154, 158, 203, 206 Common European Framework of Reference for Languages (CEFRL), 51 communication, 242 community, 155, 156, 158–165, 185, 190, 191, 194 community-based instruction, 62 community based learning, 185, 190, 191 community partners, 160 comprehensive internationalisation, 113–114 confidence in writing factor, 26 CONSORT (Consolidated Standards of Reporting Trials) Statement, 176 contextualization, 157 Convention on the Rights of People with Disabilities (CRPD), 91 Conversation Navigator™, 169–175 course assessment, 163 course content, 164 course learning objectives, 163 course objectives, 162–163 creative writing, 72–74 critical global citizenship, 113, 119 Critical Global Citizenship Education (CGCE), 119 critical pedagogy, 184, 187–188, 190, 199–209, 204 critical race theory, 184, 187, 191 cultural capital, 70, 71, 73, 74, 78 cultural competence, 243 culturally relevant pedagogy, 187, 194 cultural mediation, 50–63 cultural navigator, 44 cultural values, 20, 21, 23–24 curricular innovation, 114–115 curriculum, 70–72, 75–76, 112–115, 117, 119, 121, 126 data analysis, 27, 218–219, 256 data collection, 55, 218, 256 data sources, 54 decolonizing pedagogy, 85–89, 91, 93 deep approach to learning factor, 26 deficit models, 69 Degree Quality Assessment Board, 31 democracy, 198, 200, 208 democratising research and learning, 254, 255, 257, 262 de-mystifying the university, 41 Department of English, 69–70 diagnoses, 169 dialogic process, 255 dialogue, 199–201, 203, 204, 207–209 differentiated learning, 140, 142–143 disabilities, 84–94 disabled students, 253 disabled students allowances (DSA), 253 discipline-centered outreach, 71, 78 dishonesty, academic integrity and, 22, 23 diverse strategies, 154–155 diversity, 69, 78, 84, 113, 114, 119, 120, 124, 198, 200, 201, 207, 208, 234, 238, 239, 241, 242, 246, 247, 252, 253, 259–262 double vision icon, 172, 172 Dr West’s statement, 190 ecological model, 202, 203, 203, 204 Ecuador, 154–159, 161–163, 165 Ecuadorian liberal arts institution, 159 Ecuadorian National Secretary of Higher Education, 155 Ecuadorian women, 161 educating students, 30–31 education, 154–164, 198–201, 204–208 educational inequality, 132 educational technology, 168–169 VOC, 169–181 educational testimonio, 207 Education as the Practice of Freedom (EPF) Project, 185, 187–194 evaluation, 191–193, 192, 193 implications, 194 education for sustainable development (ESD), 84 embodied experiential engagement, 41 emergence, 236, 240 emotion, 41, 45 employability skills, 112, 118, 121, 121, 122, 124 empowerment, 63 engagement, 254 England, 254–255 English, 130–138, 142–143 English as a Second Language education, 53 English Canadians, 50 English First Additional Language students, 133–134 English Home Language, 133–134 English Placement test scores, 31 English studies, 69–71 environmental responsibility, 244 epistemic confidence, 36, 39, 42–45 epistemic justice, 36, 38–46 epistemology, 36, 38, 44 equality, 130, 132, 140, 143 Equality Act (2010), 252–253 Equality Challenge Unit, 252 equitable conceptions, 39–40 equitable learning, 132 equity, 68, 71, 72, 78, 130, 132, 140, 143, 154–155, 159–162, 165, 235, 239 education, 126 and global citizenship, 113 policy, 78n1 ergonomics, 237–238, 240, 247 Essay Generator, 29 ethical underpinnings, 25 ethic of reciprocity, 39 Ethiopia, 103 Ethnic Diversity Program, 159 evidence-based education, 169, 181 exosystem, 202, 203 experiential/embodied/affective knowledge, 41, 45 experiential learning, 156 exploitation, 44 eye examinations, 175 faculty, 200–208 feedback, 41, 42 feelings, 41, 42 female access, 214–215 female learners, 216, 224 female students, 217 feminism, 45 film models, 73 film studies, 72, 73 first-in-family status, 68 First-Year Experience, 185 first-year orientation, 184 first-year seminar, 184–185, 191–92 flexibility, 215–216 Francophone community, 50–52, 54, 57, 57–63 Freire Institute, 208 French as a Second Language (FSL), 50–63, 56–58, 60 data collection, 55 data sources, 54 measurement instruments, 55 motivation for, 58, 58–59 freshman orientation, 186 freshman seminar, 186 friendship, 56, 59–60, 60, 62 gaining confidence, 42–43 General Education curriculum, 160 genre pedagogy, 137 Gini Coefficient, 156 Global Citizenship and Equity (GCE), 112–115 application, 122–123 challenges and opportunities, 124–126 elements of, 115–116 evaluation, 116–118 global employability skills, 121 integration, 119–120 multidisciplinary value, 120–121, 124 global citizenship education, 113 Global Citizenship Education and Inclusion (GCEI), 114 global classrooms, 252 global competency, 235, 242 global development, 85, 91 global graduate, 113 globalisation, 234, 238 globalization, 119 goals, 234 grounded theory, 37 growth mindset, 188–189 health and safety, 241 hermeneutical injustice, 38 hidden curricula, 69 hidden curriculum, 237 higher education (HE), 98–106, 112, 113, 154, 155, 198–199, 252–255, 259, 262 inclusion in, 252–254 inclusive, 252 and literacy, 132–134 online learning and female access, 214–215 social justice, 104–105 support programmes and services, 103–104 Higher Education Academy Psychology Network, 30 Higher Education Funding Council (HEFCE), 252, 253 high SES, 68, 71 Historically Black Colleges and Universities (HBCUs), 184, 185, 187 history taking, 169–176, 181 Home Language, 143–144n1 Human Factors and Ergonomics Society (HFE), 237–241, 247 hybrid education, 158, 163 Ideal L2 Self, 53 imagined realities, 260–261 inclusion, 120, 154–156, 159–162, 164, 165, 254 inclusion through collaboration, 257–258 inclusive education, 100–101, 104 inclusive learning, 254, 256–262 inclusivity, 198, 200, 204, 206 inclusivity and meeting, 198 income inequity, 156 incongruence, 71–78 incongruity, 79n6 Index of Community Socio-Educational Advantage (ICSEA), 79n5 India, 20, 24, 256 individual differences, 239 individualism index, 24 indulgence vs. restraint, 24 inequality, 154, 156, 161, 162, 164, 198, 207, 208 inequitable educational outcomes, 141 inequitable learning, 134 innovations, 84, 85, 90, 91 inquiry-based inclusive learning, 256–261 insider perspective, 40 institutional commitment, 241 institutional support, 165 instruction, 201, 204–205, 208 instruction interventions, 188 integrative motivation, 53 integrativeness, 53 intellectual courage, 45 interest in second languages, 53 intergroup contacts, 61 internationalisation, 234 challenges of, 237–238 ISO 27500, 238–239 internationalised curriculum, 114 internationalization, 112–115, 117, 119, 124–126 internationalization of the curriculum (IoC), 114, 117, 125, 126 International Labour Organization, 238 international recruitment, 235 international standards, 238 international students, 20–23, 25–29, 31, 255 intersecting identities, 89–90 intersectional approach, 86, 89 intersectionality, 256, 262 investment, 53, 62, 63 Ireland, 254–255, 256 I Remember (Brainard), 73–75 ISO 27500, 238, 238–239 Johnson, P., 85, 90–92 joint-venture, 70, 72, 78 just culture, 242, 243 The Killer, 73 kindness, 243 knowledge production, 36, 38, 40–42 language, 86 language of learning and teaching (LOLT), 131, 133, 135, 138, 143 Latin America, 154–155, 157, 159 leadership, 93 learning, 154–165, 198–201, 204–208 learning environments, 215 learning strategies, 164 legacy of learning, 185 linguistic marginalisation, 132, 138 linguistic policies, 62 linguistic self-confidence, 53 LINK Project, 69–73, 79n5 literature review, 215–217 lived experience, 85, 86, 90, 91, 93, 94n1 L2 Learning Experience, 53 L2 Motivational Self System, 53 low socioeconomic status (low SES) students, 68–73, 78, 130, 131, 138, 143 macrosystem, 202, 203 magnification, 102 “Making Meaning Through Montage” (McKay), 72–73 marginalisation, 252 marginalised students, 98–99, 103, 104, 106 marginalizing effect, 198 marketisation, 253 mature students, 255, 258 meaningful internationalisation strategy, 244 meaningful work, 241–243 meaning-making selves, 261 measurement instruments, 55 medical education, 168 medical students, 168, 169, 176, 181 mental paradigms, 160–162 Mexico, 155 Mezirow’s model, 116 microsystem, 202 minimal link of a thing in common, 72–78 mixed-methods research, 175–176 models of disability, 235 moral development, 202, 206 motivation, 50–56, 56, 58, 58, 59, 60, 60–62 motivational intensity, 53 multicultural education, 198–201, 204, 205, 207 narrative analysis, 38 National Curriculum for English, 70–71 New South Wales (NSW), 70 North America, 20 North American educators and administrators, 24 North American University, 27 ocular pain icon, 171, 171, 173, 174 online learning, 214–215 open and trustworthy, 243–244 open coding, 37 ophthalmology education, 168, 169, 170, 176, 178, 181 opportunity, flexibility and convenience, 219, 220, 221 oppression, 198, 200, 201, 208 organisational strength, 239 participants and data collection, 218 participation, 39, 41–43 participatory approach, 255–256 participatory research, 255, 261 Parti Québécois, 50 Past medical history icon, 171, 171 Patricia Hill-Collins perspective, 190 pedagogical partnership, 36–44 pedagogy, 85–91, 93, 199–209, 204 people with disabilities (PWDs), 84–91, 93 perceptions, 50, 52–57, 62 perception scales, 56, 56–57 physically disabled students, 253 pilot project, 159 plagiarism, 22, 25–31 detecting and punishing, 28 policy, 99–101 imperative, 99, 100–101, 106 widening participation as, 100–101 post-secondary institutions, 20 poverty, 155, 156, 158, 159, 161–164 power distance, 24 power relations, 50, 53, 62 pragmatic approach, 26, 28 Principles of Responsible Management Education (PRME), 20 professors, 164–165 psychopedagogy, 154 qualitative data analysis, 158 qualitative empirical research, 26 qualitative evaluation, 175–176, 178, 179 quantitative analysis, 158 quantitative data, 240 quantitative empirical research, 26 quantitative evaluation, 175–176, 178 Quebec, 50–59, 61, 62 Question Display Panel, 173 questionnaires, 176, 178, 179 Quito, 154, 158 randomization procedure, 176–178 randomized controlled trial (RCT), 169 reactive approach, 22 reading to learn (RtL), 132, 134–143, 148–151 reciprocity, 39 recognition, 40, 43 reflection, 156, 157, 159, 161–165, 200, 201, 204, 208 reflections on the co-enquiry process, 256–261 reflexivity, 115–116 relational equity, 72, 78 relationality, 45 relationships, 36, 41, 42, 44, 45 relevance and cognitive dissonance intervention, 190–191 relevance of research, 52–53 research question, 52 respect, 39, 42 rethinking, 98–99, 104, 106 revenue generation, 234 ripples, 236 risks, 244 rural education, 180, 181 SafeAssign, 22, 25, 28 sampling and methodology, 135–136 scaffolded learning, 135, 140 Scholarship of Teaching and Learning (SoTL), 37, 241 School of Pharmacy and Life Sciences, 245 School of Rural Health, 168 school-to-university transition, 130, 133, 143 secondary school education, 130, 132, 133, 135, 136, 138–143 secondary school study, 147 Second Language Acquisition (SLA), 51 self-authorship, 30, 31 self-efficacy, 53, 61 self-reflection assignment, 190, 191 service-learning, 154, 156–162, 164, 165, 184, 191 sharing knowledge, 43–44 sharing reflective stories, 258–259 Signature Learning Experience (SLE), 112–113 Single Equality Scheme, 252 skills, 154, 156–158 Skype interviews, 260, 261 social change, 200, 202–203 social disability, 235 social history icon, 171, 171 social inclusion, 69, 71 social injustice, 99, 106 social justice, 84–90, 93, 98–100, 104–106, 113, 116, 118, 119, 120, 198–201, 204, 206, 208, 209 social justice as widening participation strategy, 100, 105–106 social justice education, 88 social location, 88–89 social-psychological curriculum, 188 social-psychological interventions, 184, 185, 187–189 social reproduction, 203, 208 society, 198–200, 208, 209 sociocultural incongruence, 71, 72, 78 socioeconomic status (SES) students, 130, 131, 134, 138, 141–143 sociotechnical system, 236 South Africa, 130–135, 137, 138, 140, 143 differentiated processes and practices, 142–143 educational inequality, 132 higher education and literacy, 132–134 reading to learn, 134–135, 137–140 sampling and methodology, 135–136 support and scaffolding, 140–141 text modelling, 141–142 Spinbot, 29 SPSS, 55 staff and students, 241, 242 staff cultural competency, 243 staff development, 243, 244 statistical methods and data analysis, 178 stereotype-threat, 187–190 stereotype-threat intervention, 189–190 structural disadvantage, 68 structural racism, 76 structural/systemic barriers, 69 student attitudes, 26 student development theory, 199, 202–203, 203, 204 student partnership, 38–41, 240, 243, 245 Student Partners Program (SPP), 37, 39 Students as Learners and Teachers (SaLT) program, 37, 39 students with language backgrounds other than English, 79n5 students with visual impairments (SWVI), 98–106 student well-being, 235, 237, 238, 241, 244, 245, 246 Study Skills Inventory for Students, 26 subtractive bilingualism, 131 support programmes, 98–99, 103–106 surface approach to learning, 26 sustainability, 244 Sydney Medical School, 176 system boundaries, 240 systemic functional grammar, 137 Systemic Viewer, 173, 175 systems, 235–237, 239–242, 245, 245, 246 systems approach, 239–241 systems engineering initiative for patients safety (SEIPS) 2.0, 240, 240, 245 targeted and fit-for-purpose interventions, 104 TBL, 242 teaching, 184–191, 193, 194, 200–202, 204, 205 teaching students, 28–29 team-based learning, 242, 246 technology, 79n7, 222, 222–223, 223, 262 widening participation strategy, 101–103 as widening participation strategy, 106 technology-driven support programmes, 98, 106 technology-mediated co-inquiry, 262 technology-mediated conversation, 260–261 technology-mediated data collection, 257 Tell Me More icon, 171, 171 tertiary education, 143 tertiary study, 146 testimonial injustice, 38 text modelling, 141–142 Theoharis, G., 105 theory to practice, 200–202 Time icon, 173, 173 Titanic Horror, 73 To Kill a Mockingbird, 75–76 Tompkins, J., 88, 89 top-down approach, 26 traditional academic cycle, 131 traditional classroom, 215 transformation, 184, 185, 187–191, 194 growth mindset intervention, 188–189 relevance and cognitive dissonance intervention, 190–191 stereotype-threat intervention, 189–190 transformational learning, 156–158, 165 transformative learning, 115–116, 118, 119 transition, 184–188 transitional academic support, 187–188 treatment plans, 169 Turnitin, 22, 25 UK higher education, 252–254 UK’s Equity Challenge Unit, 235 UK’s National Student Survey, 236 UN Convention on the Rights of Persons with Disabilities, 85 underprepared students, 184–188, 194 underserved students, 184–187 UN directives, 20 unfair, 99, 103, 105 unintended consequences, 236 United Nations Economic Commission for Latin America, 155 United States, 24 universal design for learning, 238, 241 universal design for learning (UDL) principles, 90, 92 universal teaching, 72, 76–78 Universal Teaching, 76–78 universities and programmes, 217–218 university, 198, 206 University of Sydney, 69 University of Sydney Human Research Ethics Committee, 176 University of Sydney Medical Program, 168 university-school partnerships, 68–72, 78 UN Sustainable Development goals, 19–20 utility value, 187, 188, 190 validated knowledge, 88 value people, 241–243 Vancouver-based University, 27 Virginia Department of Education, 102 virtual ophthalmology clinic (VOC), 168–169, 170, 180–181 appraisal responses, 180 history taking and conversation navigator, 169–175 intervention, 178–179 methods, 175–176 randomization procedure, 176–178 statistical methods and data analysis, 178 virtual patients, 169–171 virtue-based ethics, 25 Vision icon, 172, 172 vocational training, 121, 126 voice, 43, 44 voice output, 102 vulnerability, 41 well-being, 235, 237, 238, 241, 244, 245, 246 widening participation, 68–69, 71, 99–103, 105–106 women, 216 word processing aid, 102 workload and mastering new skills, 225, 227, 227–228 workshop session, 91–93 Write Now Centre of Excellence in Teaching and Learning, 31 writing and researching, 26 writing reflective stories, 259–260 Z-test, 192–193 Book Chapters Prelims Part I Concepts and Principles Introduction to Strategies for Fostering Inclusive Classrooms in Higher Education Part II Global Practices and Challenges Chapter 1 Global Perspectives on Academic Integrity Chapter 2 Valuing Knowledge(s) and Cultivating Confidence: Contributions of Student–Faculty Pedagogical Partnerships to Epistemic Justice Chapter 3 Cultural Mediation Pedagogy and Its Ability to Enable Bridge-building between Two Coexisting Groups That Do Not Meet Chapter 4 The Minimal Link of a Thing in Common: A Framework for Academic Outreach in Widening Participation in Australia Chapter 5 Decolonizing the Classroom in Social Justice Learning: Perspectives on Access and Inclusion for Participants Living with Disabilities Chapter 6 Rethinking the Support Programmes for the Marginalised Students in Higher Education through the Lens of Social Justice Chapter 7 Innovating Curriculum: Integrating Global Citizenship and Equity Education for Student Success Chapter 8 An Equity-based Model of Teaching and Learning: Bridging the Academic Literacy Skills Divide in the English Classroom in South Africa Chapter 9 Service-learning as a Methodology to Promote Equity and Inclusion: Best Practice Experience in Ecuador Chapter 10 The Role of Educational Technology in Promoting the Inclusion of Rural Clinical Schools for Ophthalmology Teaching Using Virtual Patients Chapter 11 Toward a Transformative Transition: A Critical Pedagogical Approach to Social-Psychological Interventions in First-year Seminar Chapter 12 Considerations for Using Critical Pedagogy as the Vehicle to Promote Social Justice in Higher Education Chapter 13 Online: A New ‘Geography’ of Learning that Supports Female Access to Higher Education Chapter 14 Adopting the International Standard ‘Becoming a Human-centred Organization (ISO 27500)’ Supports a Strategic Approach to Internationalisation Chapter 15 Improving Inclusive Learning through Technology Mediated Co-inquiry About the Authors Name Index Subject Index

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