Chapter 15: Improving Inclusive Learning Through Technology-Mediated Co-Inquiry

This chapter introduces an alternative way of creating inclusive pedagogies by engaging diverse students across geographical borders in participatory research using Voice over Internet Protocol (specifically, Skype) technology. It begins with a discussion on diversity and inclusion within the wider global context and the UK higher education (HE) context, highlighting how institutions engage (or disengage) with multiple aspects of diversity encountered within the sector. It examines how the participatory approach to conducting co-inquiry resulted in opening up inclusive learning spaces, drawing on a funded research project in which the researcher and students acted as co-inquirers. It argues that the pseudo-physical presence created by synchronic communication enhanced student engagement in meaningful cross-border conversations. It examines how the journey of co-inquiry offered holistic, inclusive learning experiences that embed emotional, cognitive and social learning for all students involved by transforming students’ views about their own sociopolitical identities and perceptions about the other. The chapter concludes highlighting how technology-mediated co-inquiring can innovatively democratise student participation and develop their authentic voice. It also examines the challenges of improving inclusive learning through co-inquiry and sends key messages to practitioners, researchers and policy makers who involve in addressing issues of diversity in HE.