The ‘ just-ness ’ of our teaching practice in Geography in - PowerPoint Presentation

Slide1

The ‘just-ness’ of our teaching practice in Geography in Higher Education: issues of fairness and social justice…

Annie Hughes School of Geography and GeologyKingston University Slide2

WorkshopAbout this workshop: T

his workshop aims to encourage participants to reflect on our learning and teaching practice in order to enhance its fairness and ensure inclusivity for all.

We

will

:

(Re)consider diversity (Re)consider how our teaching practice engages with this diversity(Re)consider variable attainment Reflect on how our teaching practice may contribute to variable attainment ratesReflect how we draw on normative assumptions based on our own (positioned) values, background and experience (Re)consider the principles of an inclusive curricula as it blends with our individual teaching responsibilitiesSlide3

ContextWidening Participation (WP) Agenda Increase in ‘non-traditional

’ studentsLess compelling evidence that we have taken steps to rethink and reflect on how our teaching and learning practices Attainment Gaps (Equality Challenge Unit, 2012, Alexander and Arday, 2015).

“It is premature to consider widening participation

in terms of access to [a] higher education

until this is matched by parity in terms of educational outcomes.” (Richardson, 2008:33)

Available

at: http://www.closer.ac.uk/data/students-obtaining-university-degrees/Slide4

Moving on from Student ‘Deficit’ Model Gaps result from student deficiencies

Entry qualifications (esp. vocational)(Shields and Masardo, 2015)External responsibilitiesEmployment responsibilities

Caring responsibilities

Residential choice

Living at home

First generationLack of understanding/social support?Lack of commitment Recognition of the role that institutions play

“Academic culture is not uniformly accessed or experienced. ..Students from ‘non-traditional’ backgrounds are disadvantaged by institutional cultures that place them as other…There is a need for initiatives to focus on ‘cultural’ aspects of the academy such as methods and styles of teaching and learning” (Read et. a

l (2003: 275)Slide5

Example: BME Attainment Gap in HE The ProblemAcknowledged for over 15 years in the UK (longer in the US)N

on-White student (domiciled) are less likely to get a good degreeTraditional explanation around deficit of the student“we do not know what aspects of teaching and assessment practices in higher education might be responsible for variations in the attainment gap.” (Richardson, 2015: 288)

Problem reformulated?

Failed

to provide an appropriate educational experience

(Gillborn 2008, 2009; Pilkington, 2011)Critical Race Theory (CRT)Institutional policy and practiceWhiteness is positioned as normative

Everyone and everything is categorised in relation to itMaintain and extend the educational advantage of white peopleColour-blind policies Liberal

misnomer (Pilkington, 2011, 2013)Unchanged Institutional habitus undermines other ways of learning and

teaching Slide6

Other groups Students from economically disadvantaged backgroundsCare leaversDisabled studentsInternational students Ex-offendersSlide7

Move to an ‘inclusive’ approachWhat is required?“It

necessitates…equity considerations being embedded within all functions of the institution and treated as an ongoing process of quality enhancement. Making a shift of such magnitude requires cultural and systemic change at both the policy and practice levels.” (Wray, 2013: 4)= including inclusive pedagogy

Core Definition of Inclusive Teaching:

“

Inclusive learning and teaching in higher education refers to the ways in which pedagogy, curricula and assessment are designed and delivered to engage students in learning that is meaningful, relevant and accessible to

all” (Hocking, 2010)Slide8

What is an ‘Inclusive’ Approach in Teaching PraxisReframing the debate/new mind-set

flexible and adaptable Inclusivity does not mean treating everyone the same.Sophisticated understanding of diversity underpinned by the notion of social justice.We don’t treat everyone the same – ‘unconscious/implicit’ biasAssumptions about ability, commitment, potential….

Original source: unknownSlide9

Benefits for allLearning community where ‘everyone’s in’ Everyone’s experience and background is fully valued, respected and most importantly

reflected in curriculum content, delivery and assessment. Difference is a strength which can be harnessed for the best outcomes for ALL our students‘Global’ learning (internationalisation agenda)Exposure to diversity and inclusion agenda Key skills to work effectively in a diverse

team

Original source: unknownSlide10

What does it look like?Rethinking:Curriculum ContentLearning and Teaching (Pedagogic) PraxisAssessment strategySlide11

How do we get there ?Institutional Level Institutional commitment

KPI?Staff developmentUKPSF Professional values Educational strategyQA and QE policy and practiceValidationSubject reviewsCourse and module reviewExternal audit process

Individual Level

Commitment of individual university teachers

Recognise

Understand Act on With respect to:CurriculumTeaching Praxis

Assessment Slide12

Example of Transformation of Curriculum Content: Rural Geographies

Original Module: Restructuring the British (European) Countryside (GG3731)Rationale for change: WB/BME attainment gapNon-White identities are disregarded from rural place/space BME

groups often do not identify or engage with rural parts of the UK (

Askins

, 2009;

Chakraborti and Garland, 2004; Dhillon, 2006)) Fundamental Disconnect: BME students’ personal experience of rurality are often in an international context drawing on very different conceptual processesAction: New Module: Global Rural Geographies (GG6030)Internationalise the curriculum to better reflect non-White identitiesInclude global perspective on ruralityIncorporate the life experiences of BME students - reflected in their own life worlds

“If we are to accept the arguments that rural areas are repositories of white values and lifestyles…then

it would not seem unreasonable to suggest that WB and BME students will experience rural environments in rather different ways…..This, in turn, may have significant implications for their learning experience and potentially their relative attainment” (Hughes, in press)Slide13

Example: Inclusive Teaching and Learning Praxis in undergraduate field teaching

Starting Point: Fieldwork destinations reflect cultural practices and preferences. Most UK HEIs travel to UK (often rural) destinations, particularly in Year 1Complex relationships between ethnicity and

rurality

in Britain

R

acialisation of the countryside with the absence of ethnic minorities in rural areas Cultural anathemaRacist harassment in rural and isolated areas of BritainSlide14

Changing Teaching Practice Fieldwork is crucial“The field trips have been a real highlight, to be able to learn about your subject in context is brilliant” (NSS, 2014)“Field trips have helped improve my learning”. (NSS, 2014)

“The field trips also allow for a firm understanding of the concepts taught in the classroom”. (NSS, 2014).(Re)examining (normative) assumptionsConsider

‘inclusive’ locations/activities

Culturally

sensitive preparation and

planningOpportunities for students to be involved Peer learning (before and during the trip)Slide15

Inclusive Teaching and Learning PracticesTimetablesTimingsEvent changes

‘Doing’ Kingston University DifferentlySlide16

Inclusive cultures through individualising learning

Personal Tutorial System (School Level)Rationale: Recognise students as individuals –explore strengths of diverse personal histories

(

In)formal

mechanism of student partnership and knowledge share

Develop an effective forum to build confidence in students who are less able to share knowledge and viewpoints in larger groupsAcknowledges the responsibility of the student (not in deficit scenario)Set out ground rules: clear expectations Implement monitoring for supportive/scaffold activities Action:PTS embedded in academic modules at Level 4, 5 and 6Clear programme of study (for tutor and tutee)Summatively assessedEvaluated 2014

Content: Integrity and the CurriculumWhy?

Care leavers‘Coping strategies’ prior to an in educationDisassociation ( Bluff, et al. 2012)Diverse understandings of rules and authorityIntroduced ‘Unbreakable golden rules’Slide17

Inclusive assessment

Challenge the view that providing the same assessment for all students

is the ‘fairest way’

D

ifferent

assessment strategies devised in order to meet the same learning outcomes.Choice of assessment strategies – selected by student Negate the requirement for reasonable adjustment “Inclusive assessment refers to the design and use of fair and effective assessment methods and practices that enable all students to demonstrate to their full potential what they know, understand and can do”(Hockings, 2010, p.2) Slide18

Inclusive Assessment Do my assessments help the learner to imagine and understand?(borrowed from slide of Prof P. Kneale!)

“Traditional assessment practices that were once dominated by the unseen examination and the standard essay…have proved unable to capture the range and nature of the diverse learning outcomes now sought from courses.” (Boud & Falchikov, 2006

)Slide19

Developing an Inclusive Strategy: ACTIVITYExamine

your reaction to the notion of developing an inclusive approach? Immediately or broadly supportive, sceptical or opposed? Why do you think this is the case?2. Do you believe that your colleagues may hold different views? In what way different?3. What are your perceived problems?

Are they philosophical, resource based , knowledge-based or time issues?

4. Solutions?Slide20

Common ConcernsLandscapes of ‘blame’Compromising standardsAccreditation bodies

Source: UnknownSlide21

‘How’: Key StrategiesCurriculumCulturally inclusive teachingPedagogic Strategy

Interactive teachingBuild relationships (staff and students)Use technology – flipped classroom, clickersBuilding effective communication strategiesInclusive lab practice and field work practiceAssessmentInclusive assessment

Source: UnknownSlide22

Curriculum Content – Inclusive Approach ACTIVITY

Level of study reflectionReflective Questions

Lecture/

Module/

Course/

ProgrammeWhat are the key messages/learning outcomes?How has my own position impacted on my approach to /understanding of the topic?

Could this topic be viewed from different perspectives?

Has space been created to allow students to reflect on their different perspectives. If not, how could this best be achieved?

Does the

assessment encourage students to explore

their own understanding? How can this be made more inclusive?

Strategies:

Do my examples reflect the international context?

Do

the authors that I have drawn upon, and my reference list , reflect the diversity of perspectives? e.g. are the authors all white males – if so, is this appropriate?

Are there other voices that you could include? If not, talk about why not?

Who is teaching the topic? Is it possible to bring guest speakers in that might provide a competing perspective or may act as additional role model to students?

How can I best utilise and include the experience of my students?

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Checklists Available Plymouth https://www.plymouth.ac.uk/uploads/production/document/path/3/3132/Checklist_for_inclusive_teaching.pdfSlide24

ConclusionInclusive curriculum approach demonstrates:

Open, responsive, respectful institutionswilling to learn from our studentsextend the ownership of knowledge to our studentsstudents at the heart of what we do.

Diverse globalised society

Education should fully embrace diversity, difference and inclusion

Geography

discipline potential to lead:Curriculum lends itself (globalisation, citizenship, sustainability, climate change)ResponsibilitiesIntegrity ReflectionCritical analysisSlide25

References Askins, K. (2009) Crossing divides: Ethnicity and rurality. Journal of Rural Studies 25 365–375. doi:10.1016/j.jrurstud.2009.05.009.Bluff, B., King, N. , McMahon, G. (2012) A phenomenological approach to care leavers’ transition to higher education., Procedia – Social and

Behavioual Sciences, 69, 952-959 952-959.Boud, D. & Falchikov, N. (2006) Aligning assessment with long term learning. Assessment & Evaluation in HE. vol31.no4.p399-413Chakraborti, N. and Garland, J. (Eds.) (2004) Rural Racism,

Cullompton

:

Willan

.Dhillon P. (2006) Challenging rural racism. London: NCVO Publications.Gillborn, D. (2009) Education policy as an act of supremacy: whiteness, critical race theory and education reform. In E. Taylor, D. Gillborn and G. Ladson-Billings (Eds.) Foundations of Critical Race Theory in Education (pp 51- 69). New York: Routledge. Gillborn, D. (2008) Racism and education: coincidence or conspiracy. Abingdon: Routledge. Hocking, C. (2010) Inclusive learning and teaching in higher education: a synthesis of research. York: Higher Education Academy Pilkington, A. (2013) How appropriate is it to characterise Western universities as institutionally racist? International Journal of Interdisciplinary Global studies, 7, 2, 13-25. Retrieved from http://nectar.northampton.ac.uk/5650/3/Pilkington20135650.pdf

Pilkington, A. (2011) Institutional racism in the Academy, Trentham Books.Read, B; Archer, L; Leathwood, C.

(2003) Challenging cultures? Student conceptions of 'belonging' and 'isolation' at a post-1992 university, Studies in Higher Education, Vol. 28, No. 3, 261 – 277

Richardson, J.

(2015) The under-attainment of ethnic minority students in UK higher education: what we know and what we don’t know, Journal of Further and Higher Education, Vol. 39, 278-291.

Richardson, J. (2008) The attainment of ethnic minority students in UK Higher Education, Studies in Higher Education, 33 (1) 33-48 doi:10.1080/03075070701794783

Shields R. and

Masardo

, A. (2015) Changing

patterns in vocational entry qualifications, student support and outcomes in undergraduate degree

programmes

, HEA report, Available at:

https://

www.heacademy.ac.uk/node/11216

Wray, M. (2013) Developing an

inclusdive

culture in higher education: final report, York: Higher Education Academy