CURRICULUM SUPPORT.
UNDERSTANDING EXCLUSIONARY PRACTICES.
The practice of exclusionary systems privileges and marginalises individuals. Diversity can transform higher education culture and pedagogic practices. However, if diversity is stagnant and only presented during special occasions for public display this can have detrimental effects (Aguirre & Martinez 2002). To integrate diversity and support inclusion positively, exclusionary practices have to be acknowledged, this includes implicit and explicit bias. These biases can be practiced by individuals, be present in processes and policies.
It is important to acknowledge that in many organisations there are institutional opportunities and or resources that aid inclusive practices that can be shared with everyone such as:
• Academic Support and Library Services
• Equipment hire and or loan services
• Events and training, part of staff development budgets and practices
• Course revalidation opportunities
Below are items to consider:
Items to consider Description
Exclusionary language
Be aware of the language you use in discussion and how you relate to others. Try to speak slowly and clearly and use uncomplicated language. Racism, as well as ageism, homophobia, sexism, transphobia, ableism or prejudice based on ethnicity, nationality, class, gender, gender presentation, language ability, asylum status or religious affiliation is unacceptable and should be challenged by both staff and students. Shades of Noir’s terms of reference documents provide some support in this area with a keywords section in all documents www.issuu.com/shadesofnoir
Historical bias
Recognise that there are historical biases at play and as such some communities have been underrepresented and displaced in the recording of history. An example of how to counter this could be the inclusion of the black British art movement which has been noted as underrepresented in creative education within the UK context. Through giving reference to programmes such as Black Art & Modernism (BAM) directed by Professor Sonia Boyce www.blackartistsmodernism.co.uk/about/ or the archive at Chelsea College Library African-Caribbean, Asian & African Art In Britain Archive or The Women’s Art Library archive at Goldsmith www.gold.ac.uk/make you can reduce exclusion of historical contributions.
Exclusive submissions
Act of assumptive behaviour
The type of submissions can be procedural and or by curriculum design, in some cases this can be exclusionary. An example of this could be the suggested use of particular software which can only be accessed through Apple Mac computers. This can be alleviated by using the most accessible and compatible software that can be accessed on all computers.
Avoid assuming the opinions and identifications of participants. An example of this could be making judgments of an individual then dissuading or encouraging actions based on this perception.
References:
Aguirre Jr, A., & Martinez, R. (2002). Leadership practices and diversity in higher education: Transitional and transformational frameworks. Journal of Leadership Studies, 8(3), 53-62.
Armstrong, F., & Moore, M. (Eds.). (2004). Action research for inclusive education: Changing places, changing practices, changing minds. Routledge.
Bhagat, D. and O’Neill, P. (2011) Inclusive Practices, Inclusive pedagogies; Learning from Widening Participation Research in Art and Design Higher Education. Croydon: CHEAD.
Ferri, B. A., & Connor, D. J. (2005). Tools of exclusion: Race, disability, and (re) segregated education. Teachers College Record, 107(3), 453-474.Richards, A. and Finnigan, T. (2015) Embedding Equality and Diversity in the Curriculum: An Art and Design Practitioner’s Guide. York: Higher Education Academy Scotland. www.heacademy.ac.uk/system/files/resources/eedc_art_and_design_online.pdf