Promoting Equality and Diversity in the Curriculum
In the pursuit of an inclusive curriculum that values diversity, this resource explores the principles and practices of embedding equality and diversity in education. It delves into the importance of recognizing and promoting diversity in sources of knowledge, ensuring relevance and engagement, fostering challenging yet respectful environments, and embracing diverse teaching methods. The goal is to create learning experiences that eliminate discrimination, promote equal opportunity, and celebrate individual differences.
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EQUALITY AND DIVERSITY IN THE CURRICULUM
Inclusive curriculum An inclusive curriculum is one where all students entitlement to access and participate in a course is anticipated, acknowledged and taken into account [1] UoE Task group Drivers - Mapping current practices Equality legislation - Benchmarking Access and inclusion agenda - Consultation with staff and students Internationalisation 1. Morgan H. and Houghton, AM. (2011) Inclusive curriculum design in higher education. https://www.heacademy.ac.uk/system/files/resources/introduction_and_overview.pdf
A model for embedding equality and diversity in the curriculum Embedding equality and diversity in the curriculum is: the creating of learning, teaching and assessment environments and experiences that proactively eliminate discrimination, promote equality of opportunity and foster good relations in a manner that values, preserves and responds to diversity. Equality and diversity competence Diversity Inclusivity Inclusivity Hanesworth, P. (2015) Embedding equality and diversity in the curriculum. https://www.heacademy.ac.uk/system/files/eedc_model_for_learning_and_teaching_practitioners.pdf
Defintions the ways in which pedagogy, curricula and assessment are designed and delivered to engage students in learning that is meaningful, relevant and accessible to all. It embraces a view of the individual and individual difference as the source of diversity that can enrich the lives and learning of others (Hockings 2010, p. 1). The ability to function with awareness, knowledge and interpersonal skill when engaging people of different backgrounds, assumptions, beliefs, values and behaviours (Hogan, 2007, p3) Equality and diversity competence Inclusivity Diversity Inclusivity the active, intentional, and ongoing engagement (p. 6) with differences in a purposeful manner so as to increase one s diversity-related competencies [where difference is] both individual, such as personality, learning styles, and life experiences, and group or social, such as race/ethnicity, gender, country of origin, religion (p. 6). According to this definition, diversity refers not to the presence of difference in student demographics or course content, but to the act and process of engaging those differences in an intentional, purposeful
Principles of Embedding Equality, Diversity and Inclusivity in the Curriculum UoE Principles https://www.ed.ac.uk/academic-services/projects/promoting-inclusion-equality-diversity- curriculum/principles Recognise and promote diversity in sources of ideas/knowledge Ensure curriculum is relevant and engaging Curriculum should be challenging, unconstrained and respectful Adopt diverse learning teaching and assessment Academic freedom and excellence Seek ways to engage staff and students Also see Morgan and Houghton 2011
Some examples History, Classics and Archaeology project on developing an accessible and inclusive pedagogical approach to fieldwork. Moray House School of Education - project on lecture recording for inclusive education. Philosophy, Psychology and Language Sciences -project on Diversity Reading List project in Philosophy . MBChB introduction of LGBT+ health teaching session in year 1 curriculum School of Informatics - third year course on professional issues addresses issues regarding discrimination in IT School of Physics - project on understanding the influence of gender on academic achievement in physics
Elements of curriculum design ACADEMIC AND COMPETENCE STANDARDS AIMS AND OBJECTIVES LEARNING OUTCOMES CONTENT/SYLLABUS TEACHING AND LEARNING MATERIALS TEACHING METHODS LEARNING ACTIVITIES ASSESSMENT AND FEEDBACK
MBChB: Equality, Diversity and Inclusivity in the Curriculum (EDIC) Working Group Staff-student partnership Remit to enhance learning, assessment and teaching approaches to promote equality and diversity competence: the ability to function with awareness, knowledge and interpersonal skill when engaging people of different backgrounds, assumptions, beliefs, values and behaviours [2] Activities will include: Map current activities (curriculum content, assessment, learning and teaching approaches). Identify and develop ways to engage with equality and diversity within the curriculum (modifying existing content and developing new content) in an intentional and purposeful manner. Develop bespoke guidance for staff on embedding inclusion, equality, and diversity into the MBChB curriculum 2. (Hogan 2007, Four skills of cultural diversity competence: a process for understanding and practice. Brooks/Cole Cengage Learning p. 3).
What does this mean for us? What can/should we do? What do we currently do?
