The ‘just-ness’ of our teaching practice in Geography in Higher Education: issues of fairness...
-
Upload
annis-fleming -
Category
Documents
-
view
214 -
download
0
Transcript of The ‘just-ness’ of our teaching practice in Geography in Higher Education: issues of fairness...
The ‘just-ness’ of our teaching practice in Geography in Higher Education: issues of
fairness and social justice…
Annie Hughes School of Geography and Geology
Kingston University
Workshop
About this workshop: This 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 rates
• Reflect 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 responsibilities
Context
• Widening Participation (WP) Agenda • Increase in ‘non-traditional’
students• Less 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/
Moving on from Student ‘Deficit’ Model
Gaps result from student deficiencies
• Entry qualifications (esp. vocational)– (Shields and Masardo, 2015)
• External responsibilities– Employment responsibilities– Caring responsibilities
• Residential choice– Living at home
• First generation– Lack 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. al (2003: 275)
Example: BME Attainment Gap in HE
The Problem
• Acknowledged for over 15 years in the UK (longer in the US)
• Non-White student (domiciled) are less likely to get a good degree
• Traditional 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 practice• Whiteness is positioned as normative• Everyone and everything is
categorised in relation to it• Maintain and extend the educational
advantage of white people– Colour-blind policies – Liberal misnomer (Pilkington, 2011, 2013)– Unchanged Institutional habitus
undermines other ways of learning and teaching
Other groups
• Students from economically disadvantaged backgrounds
• Care leavers• Disabled students• International students • Ex-offenders
Move to an ‘inclusive’ approach
What 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)
What is an ‘Inclusive’ Approach in Teaching Praxis
• Reframing 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’ bias– Assumptions about ability,
commitment, potential…. Original source: unknown
Benefits for all
• Learning 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: unknown
What does it look like?
Rethinking:• Curriculum Content• Learning and
Teaching (Pedagogic) Praxis
• Assessment strategy
How do we get there ?
Institutional Level
• Institutional commitment– KPI?
• Staff development– UKPSF Professional values
• Educational strategy• QA and QE policy and practice
– Validation– Subject reviews– Course and module review– External audit process
Individual Level
• Commitment of individual university teachers– Recognise – Understand – Act on
With respect to: Curriculum Teaching Praxis Assessment
Example of Transformation of Curriculum Content: Rural Geographies
Original Module: Restructuring the British (European) Countryside (GG3731)
Rationale for change: • WB/BME attainment gap• Non-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 processes
Action: • New Module: Global Rural Geographies (GG6030)• Internationalise the curriculum to better reflect non-
White identities• Include global perspective on rurality• Incorporate 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)
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 1
• Complex relationships between ethnicity and rurality in Britain – Racialisation of the countryside with the absence of ethnic minorities in rural
areas – Cultural anathema– Racist harassment in rural and isolated areas of Britain
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) assumptions
• Consider ‘inclusive’ locations/activities
• Culturally sensitive preparation and planning
• Opportunities for students to be involved
• Peer learning (before and during the trip)
Inclusive Teaching and Learning Practices
• Timetables• Timings• Event changes
• ‘Doing’ Kingston University Differently
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 groups
• Acknowledges 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 6• Clear programme of study (for tutor and tutee)• Summatively assessed• Evaluated 2014
Content: Integrity and the Curriculum
Why?• Care leavers• ‘Coping strategies’ prior to
an in education– Disassociation ( Bluff, et al.
2012)• Diverse understandings of
rules and authority• Introduced ‘Unbreakable
golden rules’
Inclusive assessment
• Challenge the view that providing the same assessment for all students is the ‘fairest way’
• Different 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)
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)
Developing an Inclusive Strategy: ACTIVITY
1. Examine 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?
Common Concerns
• Landscapes of ‘blame’• Compromising
standards• Accreditation bodies
• Source: Unknown
‘How’: Key Strategies
Curriculum• Culturally inclusive teaching
Pedagogic Strategy• Interactive teaching• Build relationships (staff and students)• Use technology – flipped classroom,
clickers• Building effective communication
strategies• Inclusive lab practice and field work
practice
AssessmentInclusive assessment • Source: Unknown
Curriculum Content – Inclusive Approach ACTIVITY Level of study reflection
Reflective Questions
Lecture/Module/Course/Programme
What 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?
Checklists Available
Plymouth https://www.plymouth.ac.uk/uploads/production/document/path/3/3132/Checklist_for_inclusive_teaching.pdf
Conclusion
Inclusive curriculum approach demonstrates:
• Open, responsive, respectful institutions
• willing to learn from our students
• extend the ownership of knowledge to our students
• students 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)
– Responsibilities– Integrity – Reflection– Critical analysis
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.p399-413• Chakraborti, 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