Education is transformative and can either be a locus for redressing disadvantage or conversely for reinforcing elitism (Brown, 2014).
Our student population is diverse. We need to make sure that we engage all of our students and that we provide a high quality experience for all. This means asking ourselves some important questions. Are our practices inclusive? Is the curriculum accessible to the diverse range of students at our institution? Does the curriculum engage all of our students or might it privilege some while leaving others marginalised and disadvantaged?
These pages are designed to offer a structure and a process for considering diversity and inclusion across the curriculum. The aim is to support programme teams engaged in curriculum review to take a pro-active and anticipatory approach to embedding inclusive practices across their programmes.
Our institutional commitment to inclusion is underpinned by policy (please see the Policy on Inclusive Practice in Teaching and Learning). Here are some practical tips on inclusive teaching and learning that you may find useful.
Brown, S. (2014). Learning, Teaching and Assessment in Higher Education: Global Perspectives. Basingstoke: Palgrave Macmillan.