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The University of Salford LTEC Festival of Learning & Teaching Abstract: Practicalizing Inclusivity: Telling real stories to make a difference! Podcasting for inclusivity

Whitnall, Davina; Victory Oforji, Chidinma

Authors



Abstract

In the 21st century there is a growing demand for decolonization, globalization and de-
nationalization of the higher education curriculum. Decolonizing our curriculum refers to
implementing strategies that create and maintain a curriculum seen from a global lens rather than
the colonial one (Allan and Thomas, 2023). This has called even more for a curriculum that is
inclusive, flexible, accessible and devoid of a ‘one size fits all’ tool. However, despite the
advancement in organizational EDI strategies, evidence still suggests the presence of intuitionalism
and ‘theoretical inclusion’ due to the dilemma that exists in the question ‘inclusion vs exclusion’
questioning the practicality of inclusivity and an inclusive curriculum in higher education. This
project describes this factor as ‘unintentional exclusion’ defined as discrimination existing from
institutional policies, practices, procedures as well as the epistemology of ignorance and
unawareness (Bain, 2018). This form of discrimination has been noted to be more prevalent in its
impact on meeting the diverse needs of students from a minoritized, neurodiverse and disability
perspective, which significantly affects the students learning experience, assessment outcomes and
even employability giving rise to ideology of the co-modification of diversity in higher education
(Ball, 2012, 2018).
When students were asked what equity, diversity, and inclusion looked like from their perspective,
they replied to awareness, practicality of EDI strategies, policies and procedure, university
procedures and realistic actions. In response and aligning with the theme of future curriculum and
student experience, this project aims to practicalize inclusivity in our curriculum by tackling
unintentional exclusion and discrimination through the utilization of a co-produced innovative
storytelling. In so doing, we map our lived experiences and journeys through podcasting as
former/current students, become staff and/or learning providers and as experts in inclusivity with
the focus on race, ethnicity, neurodiversity and disability to facilitate an intentionally inclusive and
accessible curriculum and consequently improving student experience for the positive.
In this paper through the Podcasting narrative, the impact of unintentional discrimination and lived
experience is given as examples of 'Community, collaboration and networking', and 'Future
curriculum and student experience.' Exploring what unintentional discrimination feels like and
lessons learnt to support how to address this in own practice.

Citation

Whitnall, D., & Victory Oforji, C. (2025). The University of Salford LTEC Festival of Learning & Teaching Abstract: Practicalizing Inclusivity: Telling real stories to make a difference! Podcasting for inclusivity. [Video]

Digital Artefact Type Video
Acceptance Date Jan 14, 2025
Online Publication Date Jan 14, 2025
Publication Date Jan 14, 2025
Deposit Date Jan 14, 2025
DOI https://doi.org/10.17866/rd.salford.27952461.v1