Critically considering the ‘inclusive curriculum’ in higher education

This paper presents a critical interrogation of the recent drive towards ‘inclusive curriculum’ in higher education (HE). Our arguments are grounded findings systematic scoping review that sought to understand how researchers have, date, understood, conceptualised and theorised inclusive curriculum HE. The indicate many adopted largely ‘technicist’ understandings inclusion as learning effectiveness adapting current provision, seemingly prioritising neo-liberal outcomes-driven approach education. Given universities worldwide currently championing use certain strategies facilitate an curriculum, it is questionable on what grounds these being promoted they might be ‘doing’ within educational spaces. We conclude importance disciplinary context for understanding under-appreciated, conceptualisations mirror broader debates very aims purposes