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No. 26 (2023): Special Edition, Equality, Diversity and Inclusion
No. 26 (2023): Special Edition, Equality, Diversity and Inclusion
Published:
28-02-2023
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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