, INC3701 ASSIGNMENT 5 2025 COMPLETE ANSWERS
DUE DATE: 18 AUGUST 2025
QUESTION ONE
1.1 Inclusive Pedagogy as a Framework for Equitable Participation in Diverse
Classrooms (5 marks)
Inclusive pedagogy is a principled and transformative educational framework
premised on the ethical commitment to educating all learners within a shared and
equitable learning environment. It challenges the traditional logic of individualisation
and remediation by advocating for the design of teaching practices that are
inherently responsive to learner diversity, rather than adapting after the fact (Florian
& Black-Hawkins, 2011). The approach promotes a shift from a deficit-based view of
students to one that foregrounds their strengths, cultural assets, and potential to
learn through differentiated pathways.
The first principle that guides inclusive pedagogy is the recognition of every learner’s
capability and right to participate meaningfully in the learning process. This principle
refutes exclusionary practices based on perceived academic ability and affirms the
educator’s responsibility to nurture potential rather than diagnose limitations. The
second guiding principle is collaborative knowledge construction, whereby all
students are viewed as contributors to the collective learning experience, thus
fostering interdependence and community. The third principle is the continuous
professional self-inquiry of the educator, where practitioners actively reflect on their
own assumptions, pedagogical choices, and systemic barriers, thereby adopting an
ethic of pedagogical humility and responsiveness (Spratt & Florian, 2015).
DUE DATE: 18 AUGUST 2025
QUESTION ONE
1.1 Inclusive Pedagogy as a Framework for Equitable Participation in Diverse
Classrooms (5 marks)
Inclusive pedagogy is a principled and transformative educational framework
premised on the ethical commitment to educating all learners within a shared and
equitable learning environment. It challenges the traditional logic of individualisation
and remediation by advocating for the design of teaching practices that are
inherently responsive to learner diversity, rather than adapting after the fact (Florian
& Black-Hawkins, 2011). The approach promotes a shift from a deficit-based view of
students to one that foregrounds their strengths, cultural assets, and potential to
learn through differentiated pathways.
The first principle that guides inclusive pedagogy is the recognition of every learner’s
capability and right to participate meaningfully in the learning process. This principle
refutes exclusionary practices based on perceived academic ability and affirms the
educator’s responsibility to nurture potential rather than diagnose limitations. The
second guiding principle is collaborative knowledge construction, whereby all
students are viewed as contributors to the collective learning experience, thus
fostering interdependence and community. The third principle is the continuous
professional self-inquiry of the educator, where practitioners actively reflect on their
own assumptions, pedagogical choices, and systemic barriers, thereby adopting an
ethic of pedagogical humility and responsiveness (Spratt & Florian, 2015).
