1. Nona McDuff & Dr Annie Hughes Kingston University
The 'Just-ness' of our teaching practice: issues of normative practice, social justice and inclusion
Nona McDuff & Dr Annie Hughes
Kingston University

2. Social Justice in Higher Education ?
“Academic culture is not uniformly accessed or experienced. ..Students from ‘non-traditional’ backgrounds are disadvantaged by institutional cultures that place them as other…There is a need for initiatives to focus on ‘cultural’ aspects of the academy such as methods and styles of teaching and learning” (Read et. al (2003: 275)
Widening participation
No parity of educational
outcomes (Richardson, 2008)
Attainment gaps (HEFCE, 2015)
Ethnicity attainment gap
Long-standing and pervasive
Deficit model
Critical reflection of academic cultures and practices (Archer, 2007).
Student Deficit Model : Entry qualifications, External responsibilities –employment or caring, Residential choice – particularly students living at home, First generation, socio-economic group and lack of commitment (cultural attributes)
UK HE has been slow to respond to issues of race, racism and racialisation and address issues of racial disadvantage and
discrimination
Academics are happy to research these issues but we have been less able or willing to turn the lens on ourselves and our own practices
Of course, this talks to the key arguments of Critical Race theory and the ‘white space of the academy’
For too long the white academy has undermined other ways ‘of doing’ and ‘being in’ higher education
Undermined other ways knowing and other ways of learning and teaching
And have continually reproduced practices which often only work for one type of student – the so-called the ‘traditional’ student aka normal student
Kingston University have started to look in on ourselves and to address the organisational processes and cultural practices that have advantaged some students and disadvantaged others
Kalwant Bhopal (2015)
Kalwant Bhopal The experiences of black minority ethnic academics (2015) Book Routledge
liberal organisation s- champions of diversity and engines of social mobility
Andrew Pilkington (2011) institutional racism

3. Moving toward an inclusive approach
Recognise that Learning and Teaching are functions of :
Culture of the student
Culture of the lecturer
Culture of the department,
faculty, institution (and sector)
An inclusive approach therefore
“Necessitates…equity considerations being embedded within all functions of the institution and treated as an ongoing process of quality enhancement. Making a shift of such magnitude requires cultural and systemic change at both the policy and practice levels.” (Wray, 2013: 4)
Instigating broader cultural change -

4. A note on metrics Kingston VA data Level
Ethnicity
Gender
Age
Disability
Level
University
Faculty
Department
Course
Module – attainment difference (%)

5. What is an inclusive curriculum?
“Inclusive learning and teaching in higher education refers to 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” (Hocking, 2010)
Many of the pedagogic approaches intent on addressing discriminatory practices are loosely based around the concept of the inclusive curriculum.
IC asserts curriculum design principles developed through student engagement, inclusive learning strategies and the internationalisation of the curriculum (Berry & Loke, 2011; Singh, 2011).
Opportunity for different academic disciplines to begin to challenge their normative practice - and interrogate the performity of their pedagogy to maximise the attainment of all students.
General principles are well established in the sector
Commonly used definition by Hocking
Inclusivity was one of our design principles when we revalidated
What does an inclusive curriculum look like?
What are the key principles?
How can these principles be put into practice?

6. Excellence in the Inclusive Curriculum Initiative
Our institutional initiatives here
Universal
Reflective and proactive
Evidence-based
From concept to review
All aspects of the academic cycle
On-going measure of QA and QE
Inclusive Curriculum Framework
Identifies principles
Moves principle into practice
Universal
Intended to improve the experience, skills and attainment of all students including those in the
Proactive
Address practices which may disadvantage some of our students.

7. Inclusive curriculum framework McDuff & Hughes, 2015
Teaching
Create an accessible curriculum
Enable students to see themselves reflected in the curriculum
Equip students with the skills to positively contribute to and work in a global and diverse environment
In the concept
In the content
(case study: question, discussion)
In the delivery
In the assessment
In the feedback/forward
In the review
We have established a framework to further develop our Excellence in the Inclusive Curriculum Initiative. Our framework offers a clear and robust scaffold to support staff in evaluating their current practice and acting to progress the inclusivity of their curricula in their own discipline areas. The Framework identifies three key principles which are fundamental to creating and delivering a comprehensively inclusive curriculum.
These are to:
1. Create an accessible curriculum (conceptually and practically)
2. Enable students to see themselves reflected in the curriculum
3. Equip students with the skills to positively contribute to and work in a global and diverse environment
The framework can be implemented at several different levels to ensure its flexibility and applicability. It is designed to support the increasing inclusivity of our curriculum through macro- and micro changes. With respect to the delivery of academic curricula, the framework identifies several intervention points where the principles of inclusivity can be reconsidered and enacted. These intervention points include a reconsideration of the concepts and content of individual teaching sessions, of modules, of courses and programmes and indeed of HE institutions themselves. Reconsidering strategies of delivery, assessment, feedback, review and evaluation are also important intervention points in the framework where the three principles of inclusivity can be more effectively embedded. Furthermore, it can also inform the delivery of services by our central directorates.
Our Inclusive Curriculum framework will be used by academic colleagues undertaking Internal Subject Reviews, course teams reviewing their provision and individual academic teachers rethinking their own professional practice.

8. Create an accessible curriculum
Module
Create an accessible curriculum
Enable students to see themselves reflected in the curriculum
Equip students with the skills to positively contribute to and work in a global and diverse environment
In the concept
In the content
(learning outcomes, reading lists)
In the delivery (learning and teaching strategy)
In the assessment (assessment strategy)
In the feedback (feedback strategy)
In the review/evaluation (MRDP)

9. Create an accessible curriculum
Programme
Create an accessible curriculum
Enable students to see themselves reflected in the curriculum
Equip students with the skills to positively contribute to and work in a global and diverse environment
In the concept (programme specification)
In the content
(module offer)
In the delivery (learning and teaching strategy)
In the assessment (assessment strategy)
In the feedback (feedback strategy)
In the review/evaluation (revalidation/ISR)

10. Create an accessible curriculum
University
Create an accessible curriculum
Enable students to see themselves reflected in the curriculum
Equip students with the skills to positively contribute to and work in a global and diverse environment
In the concept
(strategy, academic framework)
In the content
(portfolio offer)
In the delivery
(education strategy and co-curricular offer)
In the assessment (assessment strategy, HEAR & institutional awards)
In the feedback (feedback strategy)
In the review
(KPI’s, QA & audit)

11. Create an accessible curriculum
Teaching
Create an accessible curriculum
Enable students to see themselves reflected in the curriculum
Equip students with the skills to positively contribute to and work in a global and diverse environment
In the concept
In the content
(case study: question, discussion)
In the delivery
In the assessment
In the feedback
In the review/evaluation
(reflective practice)

12. Inclusive Curriculum in Practice: rethinking Geography curricula at Kingston University
The problem
Lack of engagement with discipline area
Differential academic performance
Conceptual (cultural) (mis)understandings
Normative practice reflects white Experience
Evidence base (Hughes, 2016)
Teaching a subject from own perspective – what I have been exposed to at university and beyond ; what I found interesting and felt was important
Reflects the interests and viewpoints of my academic discipline which, in turn, reflects the viewpoints of those academics who have conducted research and published in this subject area – mostly white middle class men – (some form the landowning classes!)
The research papers that I was pointing students to were incredibly narrow and limiting (as many academic disciplines are – often controlled by a small number of high profile research professors)
I wanted to rework my curricula to better reflect the life-worlds and experiences of my diverse student body
Simultaneously I was working on some research on normative practices in fieldwork in Geography – both my curricula changes and work on pedagogies of filed work drew on critical race theory:
Inequality sustained through the reproduction
“of practices which reflect the customs, traditions and praxis of the elite.”
White experience was normalised in my curricula contributing to outcomes that advantage white students. “

13. In the delivery (learning and teaching strategy)
Module
Example: Teaching Rural Geographies at Kingston University
Create an accessible curriculum
Enable students to see themselves reflected in the curriculum
Equip students with the skills to positively contribute to and work in a global and diverse environment
In the concept
Globalised and internationalised
Students from diverse backgrounds have the opportunity to use their personal experiences and perspectives
Critical thinking and global awareness
In the content
(learning outcomes, reading lists)
Case-studies were taken from both the global north and the global south
Reading list included a diverse range of authors – including perspectives from the Global South
Non-academic perspectives
Understanding of globalisation and interlinkages
In the delivery (learning and teaching strategy)
Engagement strategy
Follow up on non-attendance
Encourage discussion from personal experience
Using names to encourage discussion and viewpoints
Seminars classes – discussion based
In the assessment (assessment strategy)
Unseen exam was replaced by seen exam
Formative assessment – debate style with students selecting the position that they wish to defend
Oral presentations part of the assessment (in addition to written skills)
In the feedback (feedback strategy)
Detailed feedback – sectionalised by indicative marking criteria
Deadlines and assessment set at start of academic year
Feedback was individualised and oral and written – oral feedback was in-class
Ensured I knew all names
Students encouraged to reflect on feedback comments and mark – exercise of self reflection and discussion
and In the review/evaluation (MRDP)
Module review evaluated differential attainment of students from different backgrounds
Involve students in the review and evaluation
- Qualitative discussion
Reflective practice
Original Module: Restructuring the British (European) Countryside (GG3731)
Rationale for change:
WB/BME attainment gap
Non-White identities are disregarded from rural place/space
BME groups often do not identify or engage with rural parts of the UK (Askins, 2009; Chakraborti and Garland, 2004; Dhillon, 2006))
Fundamental Disconnect: BME students’ personal experience of rurality are often in an international context drawing on very different conceptual processes
Action:
New Module: Global Rural Geographies (GG6030)
Internationalise the curriculum to better reflect non-White identities
Include global perspective on rurality
Incorporate the life experiences of BME students - reflected in their own life worlds

14. Evaluating Impact: Building Evidence
Metrics:
Student engagement
Student satisfaction and feedback
100% student satisfaction (2015)
Student attainment (differentiated)
“we do not know what aspects of teaching and assessment practices in higher education might be responsible for variations in the attainment gap.” (Richardson, 2015: 288)

15. Conclusions Social justice – central position
Critical reflection on (normative) practice
Door stopper: Institutional KPI (for KU)
Facilitated and continued the conversations
Excellence in the inclusive curriculum initiative
Academic and professional
Concept to review
Practical framework
Resource and support

16. References
Archer, L. (2007) Diversity, equality and higher education: a critical reflection on the ab/uses of equity discourse within widening participation, Teaching in Higher Education, 17:5-6, pp
Hocking, C. (2010) Inclusive learning and teaching in higher education: a synthesis of research. York: Higher Education Academy
Hughes, A. (2016) Exploring normative whiteness: ensuring inclusive pedagogic practice in undergraduate fieldwork teaching and learning, Journal of Geography in Higher Education, DOI: /
Read, B; Archer, L; Leathwood, C. (2003) Challenging cultures? Student conceptions of 'belonging' and 'isolation' at a post-1992 university, Studies in Higher Education, Vol. 28, No. 3, 261 – 277
Richardson, J. (2015) The under-attainment of ethnic minority students in UK higher education: what we know and what we don’t know, Journal of Further and Higher Education, Vol. 39,
Richardson, J. (2008) The attainment of ethnic minority students in UK Higher Education, Studies in Higher Education, 33 (1) doi: /
Wray, (2013) Wray, M. (2013) Developing an inclusive culture in higher education: final report, York: Higher Education Academy