Abstract
This critical commentary argues that approaches toward inclusion in higher education, particularly within curriculum design, are insufficient for creating true systemic change. While efforts to include marginalized voices in humanities curricula indicate some progress, the foundational frameworks continue to center privileged perspectives, relegating marginalized voices to mere additions rather than centralizing them. Drawing on examples from history, social studies, and anti-violence work, this commentary contends that higher education must move beyond inclusion and toward a reimagining of curriculum that critically examines and dismantles the power structures underpinning knowledge production. The commentary emphasizes the need for a curriculum that not only includes diverse perspectives but centralizes them in new narratives of knowledge.
Recommended Citation
McNamee, Heather
(2025)
"Transformative Pedagogy: Going Beyond An Inclusive Curriculum,"
Feminist Pedagogy: Vol. 6:
Iss.
2, Article 9.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol6/iss2/9