Students as Producers and Active Partners in Enhancing Equality and Diversity: Culturosity at Canterbury Christ Church University
Equality and diversity of truths, of opportunity, of outcome, of dignity and of identities lie at the heart of the idea of university (Wolff, 1992, p. 68). However, despite the fact that the UK ‘has well-established equality law and practice’ and the Equality Act 2010 requires universities to implement changes that protect their students and employees from various forms and effects of discrimination, ‘inequality remains, albeit often in more complex and subtle forms than have been understood before’, argues David Ruebain (2012, p. 3).
This study contributes to the discussion about equality and diversity practices in the university context by proposing strategies to embed into students’ learning community equality and diversity and subsequent graduate attributes. The case study is the Culturosity Project: an equality and diversity training initiative co-created by Dr Kasia Lech and a group of final-year students and graduates from Drama and Performing Arts programmes and delivered – as a Canterbury Christ Church University Partners in Learning project – to L4 and foundation-year students. The project was first delivered in 2015 and has now become part of student induction at the CCCU Faculty of Arts and Humanities.
Boal, A. (2000) The Theater of the Oppressed. Translated by C. A. McBride et al. London: Pluto Press.
CCCU (2015A) Strategic Framework 2015-2020. Available at: https://www.canterbury.ac.uk/about-us/docs/Strategic-Framework-2015-2020.pdf (Accessed: 15 January 2017).
CCCU (2015B) Learning and Teaching Strategy 2015-2020. Available at: https://www.canterbury.ac.uk/learning-and-teaching-enhancement/docs/Learning-Teaching-Strategy-document-version.pdf (Accessed: 15 January 2017).
Equality Challenge Unit (2011) Equality in higher education: statistical report 2011: part 2: students. Available at: http://www.ecu.ac.uk/publications/equality-higher-education-statistical-report-2014/ (Accessed: 15 January 2017).
Hayat, K. and Walton, S. (2013) ‘Delivering Equality and Diversity Training Within a University Setting Through Drama-Based Training.’ Journal of Psychological Issues in Organizational Culture, 3, 290-305.
Healey, M., Flint, A. and Harrington, K. (2014) Engagement through partnership: students as partners in learning and teaching in higher education. Available at: https://www.heacademy.ac.uk/students-partners-framework-action (Accessed: 20 May 2017).
Higher Education Academy (HEA) (2014) Framework for partnership in learning and teaching in higher education. Available at: https://www.heacademy.ac.uk/students-partners-framework-action (Accessed: 20 May 2017).
Jackson, N (2011) ‘Recognising a more complete education through a Lifewide Learning Award.’ Higher Education, Skills and Work-Based Learning 1(3), 247–261.
Ross, A. (2016) ‘Universities do not challenge racism.’ The Guardian, 23 October.
Ruebain, D. (2012) ‘Aren't we there yet?’ Perspectives: Policy and Practice in Higher Education, 16 (1), 3-6.
Rush, L. and Balamoutsou, S. (2006) Dominant voices, silent voices and the use of action learning groups in HE: a social constructionist perspective. Paper presented at the British Educational Research Association Annual Conference, University of Warwick, 6-9 September. Cited in: Trowler, V. (2010) Student engagement literature review. York: Higher Education Academy.
Thompson-Grove, G. (2014) ‘Foreword to the second edition.’ In: Fichtman Dana, N. and Yendol-Hoppey, D. The Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry. London: Corwin Press, XIII-XV.
Wolff, R. P. (1992) The Ideal of the University. London: Transaction Publishers.
- There are currently no refbacks.