Www.wlv.ac.uk Embedding Equality & Diversity in the Curriculum What Does It Mean? How Do We Go About It? Sally Glen Pro Vice-Chancellor Academic.

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Presentation transcript:

Embedding Equality & Diversity in the Curriculum What Does It Mean? How Do We Go About It? Sally Glen Pro Vice-Chancellor Academic

Questions for Discussion Why do we think “embedding equality and diversity in the curriculum” is good for individuals, Departments, Schools and the organisation? What would embedding equality and diversity in the curriculum look like? Are there any local examples of good practice of embedding equality and diversity in the curriculum which we could build on? Should we start to become more systematic? How should we go about taking this forward?

Why do we think embedding equality and diversity is good for individuals, Schools, Departments and the organisation?

University of Wolverhampton 27% of U/Gs of BME origin (15% average) 3.3% U/Gs declared a disability (5.5% average) 40% male; 60% female (higher female %) 69% student intake aged 21 or above (higher than average)

What do we mean by a diverse and inclusive curriculum? “Positively promoting curriculum” “An inclusive curriculum is one in which all staff and students feel valued, irrespective of age, gender, race, disability, sexual orientation, religious or personal beliefs, background or personal circumstances. It is also one to which all staff and students need to be committed” Talbot (2004)

Moving from reacting to an increasingly diverse student population to encouraging diversity by positively promoting inclusivity. Go beyond simply avoiding discrimination to positively affirming students as individuals.

What would embedding equality and diversity in the curriculum look like?

A Spectrum of Approaches to Equality and Diversity in the Curriculum A pro-active, fully integrated approach to ED, seen as a priority that underpins everything and a positive resource that aids teaching/learning for all students, eg responsive and reflective practice that incorporates students’ own experience.  Aware that there are specific and important issues around ED and to actively address some of these, but constricted by factors eg lack of time, lack of support  Certain aspects of ED practice are implemented as a reactive mechanism to legal obligations  Neutral approach (ED in terms of content and approach not necessarily appropriate) – with the exception that support is provided to students with special needs if/when raised

Are there any local examples of good practice we can build on?

SEBE:Embedding Equality and Diversity in the Curriculum? SoH :Developing an Equality and Diversity Action Plan SEd:Developing a Diversity and Equality Policy HLSS :The Student Life Cycle

Way Forward? Learning about how others have infused diversity Identifying resources Issue for UQEC/SQEC Special Library Collection on Diversity Seminars What else?