Pedagogies for diversity: retaining critical challenge amidst fears of ‘dumbing down’

The author argues that concerns about retention and attrition in a mass, marketised HE system focus on meeting learner needs, which is unrealistic due to the diversity of responses. Instead, a more inclusive approach should consider activities, interaction patterns, and communication in relation to HE pedagogical cultures. This approach aims to identify positive and functional values and assumptions, while addressing barriers to learning and accessing new disciplinary worlds.