8th Equality, Diversity and Inclusion International (EDI) Conference

6-8 July 2015, Tel-Aviv University, Israel

Conference Theme

Dealing with diverse identities

Stream Proposal: Access, Inclusion and Equality in Education

It has been well documented in research based in schools that there has been an increase in the achievement gap between different ethnic groups and in particular Black African and Afro-Caribbean children. (Mamon, S (2004) p88) The picture has not been dissimilar in relation to the achievement of Black and Ethnic Minority (BME) students in Higher Education and research asserts that certain groups of BME students consistently underperform when compared to White students.(Broecke, S and Nicholls, T. (2007)) This impacts on the degree classification obtained by BME students. (Richardson, J.T.E (2008))

Despite the statistics it has been asserted that although there is recognition of the problem, little appears to be done to prioritise the issue.(Berry, J and Loke, G (2011) p13) Often the ‘blame’ is shifted to the student’s themselves who are perceived as being less able than their White counterparts(Singh, G (2009) pp7-8) or Universities have located the issues beyond their control, highlighting socio-economic factors or family background as reasons for the disparity in achievement. (Jacobs, s et al (2007) p19) However, it is suggested that although socio-economic status and family background may play a part, there are other factors which Universities do have control over which could help to reduce the disproportionality, for example curriculum designand inclusive learning and teaching strategies. (Dhanda, M (2010) p32)

Berry and Loke((2011) p12) have noted that, “[t]he continuing attainment gap suggests that systematic barriers to equality of outcome still exist...” However, there also does not appear to be much conclusive evidence from the literature regarding why there is this attainment gap and little research regarding what specifically should be done to address it (supported by evidence of successful interventions). Previous research appears to have identified the gap, but there is much speculation regarding what has caused it and what should be done to rectify it.

The stream will also focus on attempts to identify the causes of inequalities in education. There is abundant literature about the relationship between curriculum and (in)equality, discussing the ‘white curriculum’ (for example see Hatton (2011-12)) and ‘male curriculum’(For example see Jabbar and Hardaker (2014)) in relation to race and gender respectively, and the relationship between pedagogy and (in)equality, however this is underexplored. (Bhopal and Maylor (2014)) Whilst critical pedagogy (CP) proposes that ‘traditional’ approaches to learning and teaching perpetuate societal inequalities, based on class structures, and critical race pedagogy (CRP) focuses on the racial inequalities, both focus on choosing pedagogy primarily as a means to challenge inequalities within a learning and teaching environment.

CP focuses on pedagogy as a tool for social reform: “The primary preoccupation of Critical Pedagogy is with social injustice and how to transform inequitable, undemocratic, or oppressive institutions and social relations.” (Burbules and Berk (1999))CRP challenges pedagogies primarily from the standpoint of race. Jennings & Lynn (2005)identify that CRP is not only based on race but must show an awareness of intersectionality with class, gender and sexual orientation; (p.26) that racism is endemic; (p.25) that power dynamics exist in learning and teaching environments; (p.26) that exploration of one’s place within society is a powerful tool for illuminating oppressive structures; (p.27) and therefore that: “CRP must encourage the practice of an explicitly liberatory form of both teaching and learning. . . advocating for justice and equity in both schooling and education as a necessity if there is to be justice and equity in the broader society”. (pp.27-28)

Race, gender and achievement are used here as examples and are only two aspects with regards to access, inclusion and equality in education. Inclusion is about recognising and removing barriers to ensure that all those involved in education can access and participate in learning and teaching. Inclusion therefore involves the removal of discrimination and the promotion of equality at an institutional level, in the curriculum and in pedagogic practice. It also involves ensuring that education is open and accessible to all. The aim of this stream is to explore further notions of inclusive education and to stimulate debate around practice.

Papers submitted to this stream could for example deal with any of the following topics & questions:

Widening participation

The attainment gap

Critical Pedagogy and Critical Race Pedagogy

The White and/or Male Curriculum

Refugees, Asylum Seekers and UNESCO’s commitment to Open Education

Religious education and/or the expression of religious belief in an educational environment

Sectarianism in educational establishments

The experiences of teachers and learners who are perceived as ‘different’

MOOCs and digital literacy as exclusion

Important dates:

  • Abstract/Developmental/full paper submission: March 1, 2015 on:
  • Response to authors (acceptance / rejection): April 15, 2015.
  • Deadline for full papers and best paper nominations and submission of best papers to the relevant associated journal (as agreed by submitter): May 18, 2015.

Stream convenors

Dr Melanie Crofts ( ) is the LLB Programme Leader and a Senior Lecturer in Law at the University of Northampton, her PhD is entitled “The Impact of the Public Sector Equality Duties in Higher Education: A Case Study”. Melanie has presented papers on PSEDs in HE at both international and national conferences including the 2013 and 2014 ‘Equality, Diversity and Inclusion International Conference’ and was lead organiser for the 2014 ‘Approaches to Inequalities: Perspectives from Higher Education’ conference.

Nick Cartwright ( ) is a Senior Lecturer in Law at the University of Northampton and a fellow of the HEA. Nick is currently studying for his PhD entitled ‘Pedagogy and (in)equality: a case study of Team Based Learning from an equality perspective’ and is leading a HEFCE funded research project on the equality impact of Learning Commons and Team Based Learning. Nick has previously presented papers on the equality impact of experiential learning and was and was one of the organisers for the 2014 ‘Approaches to Inequalities: Perspectives from Higher Education’ conference.

References

Berry, J and Loke, G ‘Improving the Degree Attainment of Black and Minority Ethnic Students’ ECU and HEA (2011) (accessed 21/07/13)

Bhopal, K and Maylor, U, Educational Inequalities: Difference and Diversity in Schools and Higher Education (2014, Routledge, Abingdon)

Broecke, S and Nicholls, T. ‘Ethnicity and Degree Attainment’ Department of Education and Skills Research Report No. RW92(2007)

Crofts, M’The Impact of the Public Sector Equality Duties on Higher Education: A Case Study.’ (2014)

Dhanda, M ‘Understanding Disparities in Student Attainment: Black and Ethnic Minority Students’ Experience’ University of Wolverhampton (2010) (accessed 15/06/12)

Hatton, K ‘Considering diversity, change and intervention: how the higher education curriculum looked in on itself’ (2011-12) 13 Widening Participation and Lifelong Learning 34-50

Jabbar, A and Hardaker, G ‘Inclusion and the relevance of culturally responsive teaching in UK Business schools’ (2010) (accessed 20 October 2014)

Jacobs, s et al ‘Ethnicity and Gender in Degree Attainment: An Extensive Survey of Views and Activities in English HEIs’ Higher Education Academy (2007) (accessed 15/06/12)

Jennings, Mand Lynn, M‘The house that race built: Critical pedagogy,African-American education, and the re-conceptualization of a criticalrace pedagogy’ (2005) 19(3-4) Educational Foundations 15-32

Mamon, S ‘Mapping the Attainment of Black Children in Britain’ Race andClass (2004) Vol. 46, 8 – 91

Popkewitz, T S and Fendler, L (Eds), Critical Theories in Education (1999, Routledge, NY)

Singh, G ‘A Synthesis of Research Evidence - Black and Minority Ethnic Students’ Participation in Higher Education: Improving Retention and Success’ EvidenceNet Higher Education Academy (2009) (accessed 11/03/12)