Enriching the learning environment

Design of Inclusivity Pages

All of the Inclusivity pages are designed following the principles of Universal Design for Learning (UDL). You will find a combination of text, video and images, along with some points for reflection, practical examples and case studies.

You can choose to read the text or access an audio recording of the same material. The recordings are at the bottom of each page. Alternatively you could use the Microsoft Immersive Reader, which has the ability to set preferences or use the 'read aloud' function. You can also attend a workshop on the topic.

Drawing on the diversity of the community to enrich the learning experience

A central idea of the African philosophy Ubuntu is the recognition of the interconnectedness of human beings, while acknowledging the inherent worth of every individual. It suggests that all persons have something to offer, and not one form of expertise should prevail over the other. The source of knowledge is, therefore, the community, not the individual. Inclusive pedagogical practices provide opportunities for students to reflect and draw on their own lived experiences, enabling everyone to learn from each other. This can increase both collaboration and innovation. Cultural diversity can have practical benefits in learning spaces if we reflect on it from a culturally sensitive perspective (Attila Dobos 2024). It can enhance the quality of discussions and lead to a deeper understanding between students.

Developing cultural competence within the curriculum fosters the value of respect, and appreciating and understanding different cultural backgrounds, thus enabling all to work effectively in our increasingly globalised world. The Advance HE Report, Creating Digitally Inclusive Strategies (2023), for example, highlights the importance of designing learning environments that not just foster academic growth but to support the cultural and social growth of all learners.

Case Study

Empathetic Pedagogies:

Using performing arts, ethnographic means and participatory design to develop inclusive mindsets. The school of Architecture invited students to explore first-hand the needs of performers with physical and/or learning disabilities through their participation in performing arts games and experimentation. They worked on a live-brief, engaged with an inclusive drama group and proposed stage designs. To read more about the project click on the link here or visit the deep dive section below.

The Intercultural curriculum (Advance HE 2019) creates a safe space for learners to cohabit, where different perspectives are acknowledged, welcomed, and learned from. Giving space for students to discuss, question and critique in a safe and nurturing environment enables students, regardless of any barriers they might experience, in order to feel valued and have their voice heard.

Case Study

In this blog, Maria Grimwood shares techniques that can be employed to challenge problems in the intercultural curriculum.

Encouraging inclusive practice- a practical approach, Advance HE (advance-he.ac.uk)

Here you will find practical considerations when reflecting on how to draw on the diversity of your student community:

Understanding data

Do you use data to understand the diverse characteristics of students on your module or programme? Student data is valuable in giving you a clear picture of who your students are, and the diverse groups of students you are teaching.

Get to know your students

You can’t draw on the diversity of your students if you don’t know what that diversity is. Spend time getting to know each other. This could be achieved during pre-session tasks, induction or the first few weeks of teaching. A nice example is asking students to bring a picture/ or piece of music that makes them think of home. This could be uploaded and a collage made in the first week, showing different cultures, places and backgrounds.

Create safe spaces

Students need to celebrate and respect their own diverse backgrounds and those of each other. Provide space within sessions for students to learn, value and reflect on each other's cultures and backgrounds. As students learn about their diverse backgrounds and perspectives, take the time to highlight what is offensive and the distinction between cultural celebration and appropriation.

Cultural sensitivity

During sessions ensure there are clear behavioural expectations agreed by all students around diversity and inclusion discussions and behaviours. It is important to have open dialogue amongst students, however it is equally important to ensure all students are sensitive to each other’s culture, beliefs, language acquisition, and backgrounds. Take the time at the beginning of a module or programme to co-design with students how you will value each other's intersectional identities and deal with contentious issues. In the deeper dive section, below, look at top tips when dealing with contentious issues.

Provide freedom and flexibility

The most valuable lessons are often learned through a student’s own experiences, so providing opportunities for students to draw on their own experiences in the module or programme encourages connection with the discipline and curriculum. Allow students to read and present materials that relate to the fundamental lesson. This allows students to approach the topic from their perspective and shows that who they are is valued, in relation to the discipline. Peer work and opportunities to work in diverse groups allow students to hear different perspectives and help prepare them for the global workforce.

Reflection Questions

1. What consideration is given to your student's identities when planning your module or programme?

2. How do you provide space throughout your programme or module for students to actively explore, critique and reflect on their own experiences, viewpoints, and intersectional identities?

3. How do students actively learn from each other, valuing different backgrounds, experiences, and cultures?