‘Process inclusion’: Defining and introducing an intentionally process-centered approach for teachers in higher education

Abstract

Implicitly, process-based practices and designs have been gradually developed in the field of inclusive education. However, there is a lack of established definitions that explicitly articulate the notion of process thinking within the context of inclusive teaching. This article seeks to establish such a definition by introducing the term ‘process inclusion.’ Rooted in the established research concept of process ethics, ‘process inclusion’ is offered, first as a stand-alone definition, and, second, as a pragmatic teaching approach with process thinking as the point of entry for producing inclusive learning environments. ‘Process inclusion’ as a teaching approach is exemplified in this paper by incorporating three research-ethical methods—process consent, member checking, and reflexivity—tailored to the teaching context. Empirical examples from real-life teaching scenarios are used to illustrate how the practical implementation of ‘process inclusion’ may look in learning situations in higher education. These examples serve to illuminate its potential to cultivate belonging among increasingly diverse student populations.