DIVERSITY AND INCLUSIVE PRACTICE

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Diversity is fostering a learning environment where everyone feels valued

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What is diversity?

"a mix of people in one social system who have distinctly different, socially relevant group affiliations" (Cox, 1993:6)

1. LEGAL

First Generation Equal Opportunity developments: the Legal Framework

Characterised by passage of laws to prevent specific kinds of discrimination

• Sex Discrimination Ace
• Race Relations Act
• Disability Discrimination Act
• Equal pay Act
• Subsequent case law from all to the above

Provided impetus for change and for establishing institutional ways of ensuring the laws were followed
e.g

• Institutional policies and procedures
• Monitoring and record keeping to check compliance
• Training and awareness raising

2. POSITIVE ACTION

Second Generation Equal Opportunities developments: positive action for disadvantaged groups

Evidence of action could include:
• Access, outreach and special programmes e.g Foundation programmes, Passport, WISE
• Specialist advisers e.g mature students, dyslexic, international
• Single focus support groups
• Training aimed at single interest groups e.g research skills for female researchers
• Targeted recruitment e.g ethic minorities
• Action research / surveys to identify student experience
• Extra tuition sessions for non native English Speakers
• Virtual reality field course for students with mobility problems

3. DIVERSITY

Third Generation Equal Opportunities development, managing diversity

• Policies and procedures on inclusive language, harassment, respect, family- friendly policies etc
• Explicit information
• Transparent procedures, criteria, decision making
• Student Charters
• Student experience surveys, monitoring and information

Examining curriculum to see if it is:

• fair and consistent
• responsive to a variety of student needs
• assessed using explicit criteria
• providing all students with opportunities to achieve their potential
• providing opportunities for all students to participate fully
• using approaches which positively value student and staff diversity

Dr. E Joy Mighty

Text extracted from the Keynote Workshop by Dr. E Joy Mighty, University of New Brunswick, 4th Annual Dalhousie Conference on University Teaching and Learning, Tuesday, May 1, 2001

How can we define diversity?

• Social
• Cultural
• Gender
• Age
• ethnicity
• class
• religion
• language
• learning styles
• marital status
• family make up
• physical / mental ability
• immigrant status
• educational background
• political outlook
• discipline

The Concept of Social Identity

• Our self definition involves accentuating similarities of people belonging to the same social group and difference of people belonging to different groups.

• Our social identity influences how others view us

• All interpersonal relationships are influenced by the social indentities of the persons interacting.

• Positive approach - celebrating diversity, open minded, allowing people to be who they are, recognising one's integrity.

• People can be diverse in infinite ways.
  

Phenotype and Culture Identity Group

Phenotype Identity Group: Based on physical, visually observable difference from other groups

Cultural Identity Group: Based on shared norms, values or common socio- cultural heritage that distinguish one group from others

Prejudice and Privilege

Putting system in place to give everyone equal status

Content

Need to change learning Pedagogies and Content

• Do the instructional materials, methods, and assessment techniques reflect the learning styles of diverse students?
• Does the course provide continuous opportunities for all students to strengths their self - identities, develop greater self - understanding and improve their self concepts
• Does the course help students develop the knowledge and skills necessary for effective interpersonal and group interactions with diverse populations?

Conduct

What learning processes should we use?

UBUNTU - Zulu word. Using each person's difference to learn from.

CAUTION: Inclusive teaching does not mean to asking the black student a question about black culture!!!!!!

How can we foster an inclusive learning environment?

1. Ground Rules, establishing boundaries,
2. Make a point to learn and pronounce names correctly
3. Offer students a choice of students addressing you
4. Get to know students as people. But do not disclose personal
5. Use ice breakers
6. Be prepared for appropiate self - disclosure yourself. Be honest and open.
7. Be aware of your own non verbal behaviour in class.
8. Some things that you can not do in a light hearted way.
9. Ensure accessibility for students with disabilities
10. Reconfigure your space, classroom from time to time using circular / semi circular layouts
11. Use of a variety of discussion formats e.g whole class, small groups, pairs. Smalle groups provide a sense of safety
12. Discourage and challenge racist, sexist, homophobic or other bigoted remarks.