The Library’s Learning Enhancement Team is currently discussing what constitutes an inclusive approach to the development of academic literacy. Wingate (2015) describes academic literacy as ‘the ability to communicate competently in an academic discourse community.’ So, how do our students learn what constitutes good academic practice? Is this something we can leave students to learn … Continue reading “What is an inclusive approach to the development of academic literacy? By Gale Dawson (Learning Enhancement Team, Library Services)”
The notion of inclusivity is not new, despite the rather dramatic increase in its use within the past few years. Human beings have always had the desire to ‘belong’ and we see that in all parts of life, whether that be following a particular football team or within a family unit. It is not just … Continue reading “Providing an inclusive environment for learning – by Lesley Batty”
There is a divide in the academic world between those for whom equations and mathematical expressions are their primary tools, and everyone else! Pure and applied mathematicians, computer scientists, physicists and many computational biologists (for the purposes of this blog post I will refer to all of us as mathematicians for short) typically find that … Continue reading “Accessible equations – by Dave Smith, School of Mathematics”
The importance of cultural and racial sensitivity in subjects such as English, History, Politics, Law, and Fine Art seems obvious – they have culture and human life at their centre. But what about in the cold, hard world of STEM (Science, Technology, Engineering and Mathematics)? When preparing, delivering and assessing our courses can we simply … Continue reading “Beyond good intentions: sensitivity to students’ diverse backgrounds in the hard sciences – by Dave Smith (School of Mathematics)”
There is a plethora of research evidence to suggest that Black and minority ethnic students remain disadvantaged in education; this takes place at all levels. Black pupils are more likely to be excluded in schools and when making the transition to higher education they are less likely to attend elite and Russell Group universities, less … Continue reading “Inclusive practice must first begin in the classroom. By Kalwant Bhopal”
While universities play a variety of important social and economic roles, one of the most important is helping young people fulfil their intellectual potential and thereby achieve their ambitions. Yet, although universities have a clear duty to promote the participation of students from all backgrounds, students from some backgrounds remain under-represented across higher education, while … Continue reading “What is ‘inclusive education’ at a selective, research-intensive university? By Nicola Gale and Matthew Francis”
See this interesting post from Professor Kalwant Bhopal, Bridge Professorial Research Fellow, Centre for Research in Race and Education (CRRE), School of Education, University of Birmingham. So, will it make a difference? Will it help us to build a more diverse leadership by 2026?
In her earlier post to the Big Conversation, Nicola Gale writes excitingly of how we at the University of Birmingham might think now about our future diversity and inclusion – both for the expectations future students may have of us, and of the expectations we might have of ourselves, across a rainbow of identities. If … Continue reading “Who will we be at UOB in 2026? Tom Lockwood”