No. 26 (2023): Special Edition, Equality, Diversity and Inclusion

• Editorial

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Introduction

• Introduction to the Special Edition

  Karen Lipsedge (Corresponding Author); Hilda Mulrooney

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Papers

• ‘Conscious' learning development: towards a pedagogy of race-consciousness

  Ryan Arthur

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• Let's get visible: evidence-based interventions aimed at supporting, empowering and celebrating student-parents in higher education.

  Andrea Todd

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Case Studies

• Critical reflections on the racialised hierarchies of an ethnically diverse staff-student scholarship project team

  Shannon Martin; Jim Lusted (Corresponding Author)

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• Listening works: using the Listening Rooms methodology to explore diversity

  Helen Parkin (Corresponding Author); Emma Heron

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Opinion Pieces

• A space for partnership and empowerment: how the Writing Café negotiates inclusion in Higher Education 

  Cara Baer, Nina Kearney

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• 'Not as a temporary fluke but as standard’: realising the affordances of hybrid and online teaching for inclusive and sustainable education

  Martin Compton (Corresponding Author); Alex Standen, Ben Watson

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• Embedding employability into the curriculum: five recommendations to improve widening participation students’ graduate employability

  Tom Lowe

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• Dyslexia in higher education: enhancing student belonging and overcoming barriers to achievement through communities of practice

  Karen Welton

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Brief Communications

• Developing an equity lens: the experience of creating a professional framework for coaches and mentors

  Enya-Marie Clay, Helen Williams, Jo Blissett, Janet Lindley, Lynne O'Neil

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• Supporting inclusive learning resource design with Designing for Diverse Learners

  Lee Fallin, Ellie Davison, Gemma Spencer, Thomas Tomlinson

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• Inclusive learning development practices: the consequences of flexibility and choice in the hybrid era

  Ralitsa B Kantcheva, Ed Bickle

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• Readiness assessments, portfolio and peer support – a panacea for achieving the EDI agenda and student engagement? A reflection and preview

  Ogechi Ohadomere

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• ‘To teach in varied communities not only our paradigms must shift but also the way we think, write, speak’ (hooks, 1994): creating resources to address the BAME awarding gap

  Eileen Pollard, Orlagh McCabe

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• Equality, diversity and inclusion: learning from laying our cards on the table

  Matthew Sillence, Amanda Clark, Claire Dickerson, Hanh Doan, Joy Jarvis

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Reviews

• Supporting the decolonization of university learning and teaching: practicalities, practices, and possibilities. Book review: Tran, D. (2021) Decolonizing university teaching and learning: an entry model for grappling with its complexities. London: Bloomsbury Academic.

  Jo Collins

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• An in-depth and fascinating insight to decolonising the HE curriculum. Book review: Tran, D. (2021) Decolonizing university teaching and learning: an entry model for grappling with complexities (London: Bloomsbury Academic).

  Donna Gundry

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• Encouraging critique: a stimulating and provocative examination of dominant discourses in the higher education sector. Book review: Kinchin, I. M., and Gravett, K. (2022) Dominant discourses in higher education: critical perspectives, cartographies and practice. London: Bloomsbury Academic.

  Stacey Mottershaw

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• Dominant discourses in higher education. Book review: Kinchin, I. M. and Gravett, K. (2022) Dominant discourses in higher education: critical perspectives, cartographies and practice. London: Bloomsbury.

  Maggie Scott

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