Inclusion and inclusivity: a reflective critical discussion.

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Bibliographic Details
Title:	Inclusion and inclusivity: a reflective critical discussion.
Authors:	Potter, Andrew¹ andrew.potter@open.ac.uk
Source:	Widening Participation & Lifelong Learning. Aug2025, Vol. 27 Issue 2, p155-163. 9p.
Subject Terms:	Diversity & inclusion policies, Higher education, Minority students, Curriculum, Inclusion (Disability rights), Neoliberalism, Equality, Participation
Abstract:	Words matter, and the use of the word ‘inclusion’ is no exception. The words ‘inclusion’, ‘inclusivity’ and ‘inclusive’ have seen increasing prominence in widening participation, and yet it is not always clear that we are all talking about the same concept or working towards a common goal. Moreover, I argue the concept of inclusion is often paired with equality/equity and/or diversity without critical evaluation of whether this is appropriate. Increasingly, these semantic tensions play out in universities’ efforts towards building an ‘inclusive curriculum’. Uncritical use of that term risks unwisely conflating a rich variety of approaches and being appropriated towards ends that run counter to equity and justice for marginalised students. As universities move towards implementation of inclusion, I use the metaphor of an ‘inclusivity machine’ to illustrate the problems with viewing inclusion as a process to be operationalised within the neoliberal university. I conclude with a reflection on whether inclusion is the goal to which universities and practitioners should aspire. This discussion piece will critically reflect on uses of the word ‘inclusion’, drawing f rom personal experience and the literature, and conclude with a call for greater clarity and criticality in future usage. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Words matter, and the use of the word ‘inclusion’ is no exception. The words ‘inclusion’, ‘inclusivity’ and ‘inclusive’ have seen increasing prominence in widening participation, and yet it is not always clear that we are all talking about the same concept or working towards a common goal. Moreover, I argue the concept of inclusion is often paired with equality/equity and/or diversity without critical evaluation of whether this is appropriate. Increasingly, these semantic tensions play out in universities’ efforts towards building an ‘inclusive curriculum’. Uncritical use of that term risks unwisely conflating a rich variety of approaches and being appropriated towards ends that run counter to equity and justice for marginalised students. As universities move towards implementation of inclusion, I use the metaphor of an ‘inclusivity machine’ to illustrate the problems with viewing inclusion as a process to be operationalised within the neoliberal university. I conclude with a reflection on whether inclusion is the goal to which universities and practitioners should aspire. This discussion piece will critically reflect on uses of the word ‘inclusion’, drawing f rom personal experience and the literature, and conclude with a call for greater clarity and criticality in future usage. [ABSTRACT FROM AUTHOR]
ISSN:	14666529
DOI:	10.5456/WPLL.27.2.155