The need for inclusive and equitable approaches to teaching and learning is a persistent theme in recent literature. In spite of relatively widespread agreement about this objective, inclusion remains elusive, and opinions about how best to achieve it proliferate. To provide a landscape view of the field and offer recommendations for research and practice, this article provides a focussed review of literature connected to inclusive teaching and learning published since 2010. Drawing from a framework advanced by Hockings (2010), we synthesize key findings from recent scholarship and argue for the value of a whole-of-institution approach that considers the activities and interactions of educational actors operating at different institutional levels. We also extend this argument to consider the need for greater attention to factors that move beyond the individual institution and to advocate for further international research in particular.

中文翻译：

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走向包容性学与教：近期文献综述

在最近的文献中，始终需要以包容和公平的方式进行教学。尽管对此目标达成了相对广泛的共识，但包容性仍然难以捉摸，并且关于如何最好地实现这一目标的意见也在激增。为了提供该领域的全景视图，并为研究和实践提供建议，本文重点介绍了自2010年以来出版的与包容性教学有关的文献。根据霍金斯（Hockings，2010）提出的框架，我们综合了以下方面的主要发现：最近的奖学金，并提出了一种考虑到在不同机构级别运作的教育参与者的活动和互动的整体机构方法的价值。