Towards a pedagogy of joy

This paper presents an original empirical case for taking joy seriously to create more inclusive and connected educational environments. Drawing on a co-produced research project with students (n=21) at a UK Russell Group university, we share experiences of education, with joy as the driver. Students co-constructed what joy means to them and its relationship to their educational journeys. From this, students revealed the conditions necessary for a joyful pedagogy and its importance within their education. We recognise joy as simultaneously personal and political, drawing upon literature across sociology, psychology, philosophy and education. We advocate for moving towards a pedagogy of joy to realise more inclusive and generative learning environments. This paper offers a contribution to the interdisciplinary but burgeoning literature on joy and its intersections with Black, Crip, Queer and Feminist work. It also adds significant empirical and methodological insights to conceptual understandings of joy in education.