ABSTRACT
In this chapter, drawing on both the GaP and the Fulbright projects, we foreground the perspectives of the academic staff in considering their pedagogies and experiences as HE teachers within the context of widening participation together with issues of diversity and in/equalities. We look at the different pedagogic approaches teachers take and the various infl uences they feel impact on these. In relation to this we also explore the different subject disciplines that we researched and consider the internal and external dynamics that disciplinary cultures may have on discourses of pedagogy.
