Category: Teaching and Learning in Higher Education
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No end and no beginning; race equity in higher education
Some years ago, through a pedagogy of the oppressed approach and by teaching with love, I embarked on using co-creation to explore racialised experiences raised by our students within our Race Equality Charter (REC) survey. I was compelled to act and so much so that my doctorate study explores using co-created decolonised pedagogy and curriculum […]
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COP28 kicks off this week and education plays a crucial role in the conference
COP28 kicks off this week and education plays a crucial role in the conference The 28th Conference of the Parties (COP28 for short) takes place in Dubai from 30 November to 12 December this year. The COP conferences are intended for governments to agree policies to limit global temperature rises and adapt to impacts associated […]
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Writing on writing: five suggestions for challenging your writing practices
In this post I reflect on strategies that help me write. Of course, I still get stuck, distracted or temporarily disheartened, feeling that whatever I write is inadequate. But writing captures, however clumsily, an expression of an idea, an argument, a position, at a moment in time. And it can always be revised. As I […]
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Writing the doctorate
Writing the doctorate is hard. I am reminded of this of late, as four of my doctoral students are in the mythical writing up stage. I say ‘mythical’ because we all know that students don’t just ‘write up’ once the data analysis is done and dusted. My students have been writing continuously over the course […]
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Widening Participation in 2023: shifting policy drivers, shifting institutional responses
Widening participation is essentially about two things: 1) making it easier for underrepresented groups to access higher education than it would be otherwise – a project closely tied to notions of social justice and attempts to eradicate access inequality; 2) it is about ensuring that there is a sufficiently highly educated labour force for the […]
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To decolonise or to diversify? Untangling the terminology of emancipatory curriculum design
“You cannot take authority over things that are not named.” Thus spoke Professor Udy Archibong, Pro-VC for Equality, Diversity and Inclusion at the University of Bradford, at a conference on the ethnicity degree awarding gap that I attended earlier this year. She was responding to the idea that some universities might prefer to talk about […]