Inclusivity in our curriculum: Easier said than done

Victory Oforji, Chidinma

Abstract

When you ask an average person what the term "Inclusivity" means to them, they attribute it to treating everyone equally but is this really the case? Can we really treat everyone equally? Should we really be treating everyone in the same way or rather adopt a universal system that creates room for individual uniqueness? Is our curriculum designed in a way that acknowledges individuality and makes it easy for students to see themselves and their experiences through the lens of what is being taught? Or are our students stuck in a constant loop of feeling alone, left out, unheard or underrepresented? Do we have a clear and in-depth understanding of the different types of discrimination that individuals face in higher education learning environments? Or do we just pay attention to the obvious, such as colour, race and/or religion, and ignore the masked factors? Do we truly know the different ways our students can feel discriminated against through our approach to teaching and learning, even the curriculum we design and deliver?

As we work towards creating a truly inclusive curriculum that allows all students to reach their potential, we need to open ourselves up for scrutiny and listen to the real experiences of students. Victory Oforji, a clinical emergency nurse with Salisbury NHS Foundation Trust, is studying on QMU’s PgCert Professional and Higher Education. As a nurse educator, she was keen to share her observations and help avoid any areas where unintentional exclusion may exist within the curriculum.

• Other Type: Other
• Online Publication Date: Aug 2, 2021
• Publication Date: Aug 2, 2021
• Deposit Date: Aug 22, 2024
• External URL: https://www.qmu.ac.uk/campus-life/blogs/victory-oforji/inclusivity-in-our-curriculum-design-easier-said-than-done/