Which Lenses Best Help us Make our Practices Inclusive?

Jenny Marie, Steve Rowett, Sally MacKenzie, Moira Wright, Sandra Lusk

Abstract


 

In this opinion piece, we draw on staff interviews reported on elsewhere in this issue (Marie et al, 2017) to argue that it is important to consider both characteristics of students and the provision that can make them ‘hard to reach’. We believe that the concept of ‘hard to reach’ groups is useful for identifying potential barriers. Whilst it is useful to consider whom provision is designed for and whether that is appropriate, we also need to recognise that the students it is designed for may still face significant barriers to engaging with it.

 


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References


Cook-Sather, A., Bovill, C. and Felten, P. (2014) Engaging students as partners in learning and teaching: A guide for faculty. San Francisco: John Wiley and Sons.

Crewshaw, K. (1989) ‘Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscimination Doctrine, Feminist Theory and Antiractist Politics.’ University of Chicago Legal Forum 140, 139-167. Available at: https://philpapers.org/rec/CREDTI (Accessed: 15 May 2017).

Marie, J., MacKenzie, S., Rowett, S. and Wright, M. (2017) ‘Staff Perceptions of ‘Hard to Reach.’ Journal of Educational Innovation, Partnership and Change, This issue.

UCL (2014) ‘Transition at UCL.’ Available at: http://www.ucl.ac.uk/transition (Accessed: 15 May 2017).

UCL (2017) ‘UCL Access Agreement 2017-2018.’ Available at: https://www.offa.org.uk/agreements/University%20College%20London%201718.pdf (Accessed: 15 May 2017).




DOI: http://dx.doi.org/10.21100/jeipc.v3i1.689

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