I recommend considering the inter-group dialog technique developed at the University of Michigan.  See the attached link for more information.

No

thanks, Tshelane

I think pedagogy  as a teorethical science itself can be purely inclusive but  several issues we have to face in the practice.  

• Collaborative
• Interactive 
• Participative etc.,

are inclusive pedagogy

practice and theory needs to balance I guess, that's according to Agnes and Krishnan

I think pedagogy goes beyond just theory and practice but also our epistemology and ontological beliefs. How do we make sure that our theoretical and epistemology orientations are inclusive 

Pedagogy that is truly inclusive begins with a consideration of the strengths and needs of the students one is educating, the goals for their learning, and the kinds of resources and collaborators available that one might use to enact the kind of activities that will lead to their learning and growth. No "technique" is a silver bullet. What Carol Rodgers and Miriam Raider-Roth say about presence in teaching is relevant. Pedagogy that is inclusive begins in understanding those you are teaching and responding in your practice in a way that honors their similarities and differences and takes up whatever teaching practice will be most helpful to them for learning.

an interesting view, Stefinee, thanks for the insight

are our attitudes and beliefs influencing our pedagogic approach in relation to how inclusive it would be?

A pedagogy could be purely inclusive if the beliefs, attitudes and conceptions about teaching and learning are positive towards the realization of inclusion, that the teacher's view about what constitutes effective teaching and learning takes into account the contribution of learners in their own learning within the pedagogic milieu. That strategies, methodologies and pedagogic principles have been chosen to embrace diversity in the classroom.

The key to having a purely inclusive pedagogy is the realisation that our students are diverse and of mixed ability. Teacher training institutions should embrace this realisation and inculcate in student teachers the beliefs, attitudes and conceptions about teaching and learning in an inclusive classroom.

exactly, Sipho we need to encourage inclusive, enabling and trans-formative pedagogies in classrooms 

Empowered activities such as PROJECTS are highly inclusive of students and enriches learning.

Spot on Krishnan

Dear Tsediso, 

for me the question is easier to focus when formulated negatively: Is there a pedagogy that is non-exclusive? "Non-exklusive" should not only refer to organizational and legal questions, e.g. who is admitted to what type of education under which conditions. For me the key point is rather the awareness for barriers with regard to all participants of educational settings. Virtually every pedagogic act bears an exklusive potential. Does a teacher reflect upon the barriers she or he builds while teaching? Is she or he able to detect barriers in all didactic, pedagogic, organizational ans social contexts? Is she or he willing to take responsibility for barriers? Is she or he prepared to deal with barriers for the sake of each child no matter what it "costs"? As a good example from this perspective I regard the work of Vivian Gussin Paley, though she does not really talk about the concepts. 

Greetings, 

Franz

Franz, you take indicate the need for teachers to be reflective and critical about their practices which may or may not be inclusive. GOOD this is highly relevant