Eighteenth International Conference on Diversity in Organizations, Communities & Nations

Abstract

Equality, diversity and inclusion in educational practice are increasingly important dimensions of undergraduate education. In the UK in 2012, the National Union of Students called for a ‘liberated’ curriculum that tackles structural inequalities in society. Since then, due to government policy changes in higher education, funding is driven by student outcomes, measured through a Teaching Excellence Framework, under the auspices of an Office for Students that has a strong remit for social mobility and improvement in the retention, progress and success of students of colour and non-traditional backgrounds. To meet student demands and government priorities, higher education institutions must ensure that educational practitioners have the requisite skills to deliver culturally democratic teaching and create inclusive environments. Enhancing educational practice through workshops focused on reflective practice and critical pedagogy deliver benefits both to institutions and students. Critical reflective practice combines critical inquiry and self-reflection with critical analysis to create awareness of how cultural practices and educational policy shape teaching practice. Cultural competence enables educators to deliver cross-cultural and culturally responsive teaching. Diversifying the curriculum can help democratise the environment to enhance student experience and outcomes. This paper is based on the project Enhancing Educational Practice Through 3D Pedagogy Workshops. It discusses the preliminary findings of survey and focus group data collected following pilot workshops at two UK universities aimed at: advancing educational practice by enhancing the cultural competence of practitioners; equipping educators with the knowledge and skills to decolonise, diversify and democratise the curriculum and enhance practice by promoting reflexive teaching.