This research project, entitled, Developing a critically inclusive pedagogy of relationship for the retention and success of ‘non-traditional’ students or ‘students at risk of exclusion’ was funded by the HEA as part of its Professor Ron Cook International scholarship programme -2013/14.

Inclusive Education is widely documented and researched, in theory, policy and practice, not all of which has been in keeping with Inclusion’s original aims. As a label ‘inclusion’ has been hijacked, misunderstood, and misused (Garner, 2007). 

In recent contributions to critical studies in sociology and education many academics cite concerns regarding the regression of inclusion and the continued exclusion and failure of ‘non traditional’ students at HE level, (Allan, 2010; Armstrong, 2003; Baskerville, 2011; Madriaga, 2007, 2011; Gibson, 2012). They emphasise the need to reassert the ideals of IE as a contemporary concern across the education sector, whilst calling on practitioners and academics to renew their political commitment [..] by undertaking duties that exercise responsibility to the Other (Allan, 2010, p614).

In the past decade there has been much work on IE and Higher Education (Gibson and Kendall, 2010; Baskerville, 2011; Beauchamp-Pryor, 2012). Much of this suggests for inclusive and successful higher education for students who have experienced and/or experience exclusion, there needs to be a meaningful relationship established with peers and tutors. This provides a foundation from where the student can grow successfully and securely.

This international scholarship set out to address questions of diversity, inclusion and relationship in the University context for and with undergraduate students who self-defined as being diverse. 

Allan, J. (2010), ‘The sociology of disability and the struggle for inclusive education’, British Journal of Sociology of Education, 31, 5, 603-619 Armstrong, D. (2003) Experiences of special education. Re-evaluating policy and practice through life stories, London, RoutledgeFalmer. Baskerville, D. (2011), ‘Developing cohesion and building positive relationships theoru storytelling in a culturally diverse New Zealand classroom’, Teaching and Teacher Education, 107-115 Beauchamp-Pryor, K. (2012). From absent to active voices: securing disability equality within higher education. International Journal of Inclusive Education, 16, 3, 283-295. Gibson, S. (2012), Narrative accounts of university education: socio-cultural perspectives of students with disabilities, Disability and Society, 27, 3, 353-369 Gibson, S., and L. Kendall. (2010), Stories from school: Dyslexia and learners’ voices on factors impacting on achievement. Support for Learning 25, no. 4: 187–93. Madriaga, M. (2007). Enduring disablism: students with dyslexia and their pathways into UK higher education and beyond. Disability and Society 22, 4, 399–412. Madriaga, M. et al (2011), Marking out normalcy and disability in higher education, British Journal of Sociology of Education, 32, 6, 901-920