Social Inclusion (ISSN: 2183–2803) 2021, Volume 9, Issue 3, Pages 6–15 https://doi.org/10.17645/si.v9i3.4122 Article The Inclusive University: A Critical Theory Perspective Using a Recognition‐Based Approach Jan McArthur Department of Educational Research, Lancaster University, UK; E‐Mail:
[email protected] Submitted: 1 February 2021 | Accepted: 12 May 2021 | Published: 21 July 2021 Abstract This article offers a conceptual exploration of the inclusive university from a Frankfurt School critical theory perspective. It does not seek to define the inclusive university, but to explore aspects of its nature, possibilities and challenges. Critical theory eschews fixed definitions in favour of broader understandings that reflect the complexities of human life. I propose that we consider questions of inclusion in terms of mutual recognition and use the debate between critical theorists Nancy Fraser and Axel Honneth to explain the implications of this approach. Central to Frankfurt School critical theory is the idea that we achieve our individuality through our interactions with others. Anything which prevents an individual leading a fully realised social life, within or outwith the university, undermines inclusion. Thus, I offer a broader, more complex and holistic understanding of inclusion than traditional approaches within the university such as widening participation. While such approaches can be helpful, they are insufficient to address the full challenge of an inclusive university, understood in these terms of critical theory and mutual recognition. Keywords Alex Honneth; critical theory; higher education; mutual recognition; Nancy Fraser; social justice; university Issue This article is part of the issue “Inclusive Universities in a Globalized World” edited by Liudvika Leišytė (TU Dortmund, Germany), Rosemary Deem (Royal Holloway, UK) and Charikleia Tzanakou (Oxford Brookes University, UK).