Towards a pedagogy of joy

This paper presents an original empirical case for taking joy seriously to create a more inclusive and connected education. Drawing on a co-produced research project with students (n = 21) at a UK Russell Group university, we share reflections on students’ experiences of joy in higher education. Our students co-constructed meanings of joy and its relationship to their educational journeys. They revealed the conditions necessary for a joyful pedagogy and its importance within education. We recognise joy as simultaneously personal and political, drawing upon literature across sociology, psychology, philosophy and education. Recognising the structural features that impede or undermine joy in higher education, we advocate for moving towards a pedagogy of joy to realise inclusive and generative learning environments. This paper offers a contribution to the interdisciplinary but burgeoning literature on joy including Black, Crip, Queer and Feminist work. It also adds empirical and methodological insights to understanding joy in education.