On Air, Off Script: Exploring Race and othering in curriculum development through Podcasts

The UK higher education sector faces growing scrutiny over structural inequalities and the persistent degree-awarding gap between white students and students from non-white backgrounds. The author addresses these disparities using podcasts and digital content creation to aid critical reflection with staff and students as part of decolonial approaches, and anti-racism efforts in curriculum development. Using a recent case study from the author’s research project ‘Disrupting the Discourse: The Culture Decoded series,’ some of the podcast episodes include ‘The Impossibility of Blackness in the Classroom.’ Therefore, introducing the concept of "facilitating learning from the margins” an educational strategy that prioritises the experiences, voices, and needs of marginalised students often underrepresented in mainstream academic environments. An approach that encourages educators to shift their focus from dominant perspectives to ensure that diverse viewpoints are both acknowledged and integrated into the learning process.

Key elements of this facilitation include fostering inclusivity, implementing culturally responsive teaching, encouraging critical pedagogy, and empowering marginalised students. Inclusivity is achieved by creating spaces where students experiencing othering feel valued, and culturally responsive teaching integrates students' cultural backgrounds into the educational experience. Critical pedagogy encourages learners to challenge dominant narratives and question systemic inequalities, while empowering students with the confidence and skills to advocate for themselves and their communities.

The author explores interdisciplinary approaches to group work and collaboration in teaching, arguing that collaborative efforts between educators foster both personal and professional empowerment. By modelling compassion, vulnerability, and congruence in a neoliberal and neo-colonial educational landscape, the author demonstrates how educators can respond to oppressive forces in higher education through praxis, critical reflection combined with action. Ultimately, this paper argues that focusing on the margins fosters equity, promotes social justice, and ensures the success of all learners, particularly those who have historically been underserved by traditional educational systems. Through this approach, educators can transform both their practices and the broader structures of higher education.