Which Lenses Best Help us Make our Practices Inclusive?

Authors

  • Jenny Marie UCL
  • Steve Rowett UCL
  • Sally MacKenzie UCL
  • Moira Wright UCL
  • Sandra Lusk

Abstract

 

In this opinion piece, we draw on staff interviews reported on elsewhere in this issue (Marie et al, 2017) to argue that it is important to consider both characteristics of students and the provision that can make them ‘hard to reach’. We believe that the concept of ‘hard to reach’ groups is useful for identifying potential barriers. Whilst it is useful to consider whom provision is designed for and whether that is appropriate, we also need to recognise that the students it is designed for may still face significant barriers to engaging with it.

 

Author Biographies

Jenny Marie, UCL

Jenny Marie is the Director of UCL ChangeMakers, which aims to forward staff/student partnership for educational enhancement at UCL and to enhance the quality of education at the university. She provides pedagogic advice to the Engineering Faculty, co-leads on the evaluation strand of UCL’s Assessment Review and teaches on UCL’s professional development scheme for education, UCL Arena.

Steve Rowett, UCL

Steve Rowett leads the Digital Education Futures Manager at UCL. This small team explores technologies that are coming over the horizon towards higher education, and helps prepare the institution and its people to adopt them. His current projects include building an academic social network for learning at university, learning analytics and the potential of data, and building a student-as-researcher toolkit.

Sally MacKenzie, UCL

Sally MacKenzie is Head of Student Engagement at UCL, ensuring that students feel that their opinions are valued and acted upon and that they are aware of opportunities to collaborate with staff as partners.  Sally also oversees the UCL Global Citizenship Programme, which brings together around 1000 students every year from across a variety of disciplines to explore our biggest global challenges. Prior to joining the team, Sally has worked for a number of other universities including Macquarie University in Sydney and King’s College London.

Moira Wright, UCL

 

Moira Wright joined UCL in 2007 working for UCL CALT and moved to Digital Education in 2014 - previous experience in HR, recruitment and business consulting with employers from Blue Chip to start-ups on business services for high tech companies. Moira has a focused interest in student digital and information literacy skills for employability.

Sandra Lusk

Sandra Lusk works on UCL ChangeMakers, which funds students and staff partnership projects, which aim to innovate, enhance or improve the learning experience.  Sandra is the main contact and provides project support to the students and staff as they deliver their research projects.

References

Cook-Sather, A., Bovill, C. and Felten, P. (2014) Engaging students as partners in learning and teaching: A guide for faculty. San Francisco: John Wiley and Sons.

Crewshaw, K. (1989) ‘Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscimination Doctrine, Feminist Theory and Antiractist Politics.’ University of Chicago Legal Forum 140, 139-167. Available at: https://philpapers.org/rec/CREDTI (Accessed: 15 May 2017).

Marie, J., MacKenzie, S., Rowett, S. and Wright, M. (2017) ‘Staff Perceptions of ‘Hard to Reach.’ Journal of Educational Innovation, Partnership and Change, This issue.

UCL (2014) ‘Transition at UCL.’ Available at: http://www.ucl.ac.uk/transition (Accessed: 15 May 2017).

UCL (2017) ‘UCL Access Agreement 2017-2018.’ Available at: https://www.offa.org.uk/agreements/University%20College%20London%201718.pdf (Accessed: 15 May 2017).

Journal of Educational Innovation, Partnership and Change cover

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Published

10/02/2017

How to Cite

Marie, J., Rowett, S., MacKenzie, S., Wright, M., & Lusk, S. (2017). Which Lenses Best Help us Make our Practices Inclusive?. The Journal of Educational Innovation, Partnership and Change, 3(1), 303–305. Retrieved from https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/689

Issue

Vol. 3 No. 1 (2017)

Section

Reaching - Whose Responsibility?

License

Copyright is held by the journal. The author has full permission to publish to their institutional repository. Articles are published under an Attribution-NonCommercial-NoDerivatives 4.0 International licence.