Considering diversity, change and intervention: how the higher education curriculum looked in on itself

Hatton, Kate (2012) Considering diversity, change and intervention: how the higher education curriculum looked in on itself. Widening Participation and Lifelong Learning, 13. pp. 34-50. ISSN 1466-6529

Type of Research:	Article
Creators:	Hatton, Kate
Description:	This paper broadly examines the development of diversity initiatives within the higher education (HE) curriculum. It seeks to challenge the normative frameworks of HE institutions in their curriculum development and delivery and encourages the university to ‘look in on itself’ to find solutions to the absences in BAME participation, retention and achievement at the present date. Two case studies are used to illustrate possible research and development initiatives, taking the viewpoint of the institution being the model for change and not the student. Diversity issues are conceptually framed by using theories around pedagogic practice, which are suggested as being both culturally and creatively located. The conclusion works as a set of principles for intervention and change. Published in a special issue on Student Diversity in Higher Education: Conflicting Realities.
Official Website:	http://wpll-journal.metapress.com
Keywords/subjects not otherwise listed:	Diversity, art education, curriculum, pedagogised practices, pedagogised identities, pedagogised other, fixity, teaching and learning research
Publisher/Broadcaster/Company:	Open University
Your affiliations with UAL:	Other Affiliations > The Teaching and Learning Exchange
Date:	January 2012
Digital Object Identifier:	10.5456/WPLL.13.S.34
Related Websites:	http://dx.doi.org/10.5456/WPLL.13.S.34
Related Websites:	http://dx.doi.org/10.5456/WPLL.13.S.34
Date Deposited:	21 Jul 2014 09:57
Last Modified:	01 Apr 2020 08:10
Item ID:	7288
URI:	https://ualresearchonline.arts.ac.uk/id/eprint/7288

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