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But, can I reflect on my use of critical analysis and develop it further \u2013 to encourage both myself and students to challenge assumptions and viewpoints around equality and diversity within\u00a0a discipline?<\/p>\n
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![\"Equality](\"https:\/\/staffblogs.le.ac.uk\/lli\/files\/2016\/11\/equality-300x293.jpg\")
#equality but I still don’t know what banks mean by #equity (CC BY 2.0) by leighblackall<\/p><\/div>\n
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This is what I came up with:<\/p>\n
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Clarification:\u00a0<\/strong>What do we mean when we talk about \u201cequality and diversity?\u201d Assumptions:<\/strong> What assumptions do I make around equality and diversity? Evidence:<\/strong>\u00a0Is there evidence around the impact of equality and diversity issues on my teaching? Viewpoints:\u00a0<\/strong>How does my perspective of equality and diversity contrast with UK Law and University policy? Implications:<\/strong>\u00a0How can I apply this idea to my teaching? Questions about the question itself:<\/strong>\u00a0Why should I care about equality and diversity? A recent LLI meeting reflecting on how we could apply the University wide Equality and Diversity training to our teaching, revealed a strong connection to criticality. To critically question the assumptions, viewpoints, power dynamics and other issues that we hold to be the accepted norm can cause us to challenge barriers around race, gender, sexual […]<\/p>\n","protected":false},"author":267,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[46,56,54,7,47,55,6],"class_list":["post-312","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-academic-literacies","tag-critical-approach","tag-equality-and-diversity","tag-learning","tag-learning-development","tag-socratic-questioning","tag-teaching"],"_links":{"self":[{"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/posts\/312","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/users\/267"}],"replies":[{"embeddable":true,"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/comments?post=312"}],"version-history":[{"count":7,"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/posts\/312\/revisions"}],"predecessor-version":[{"id":321,"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/posts\/312\/revisions\/321"}],"wp:attachment":[{"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/media?parent=312"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/categories?post=312"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/tags?post=312"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nUK Law highlights several protected characteristics such as gender, race, religion, sexual orientation, disability. It is illegal to discriminate against individuals on the basis of these protected characteristics. Discrimination, however, often goes unseen, and may happen, to differing extents, unconsciously through the design of teaching activities.<\/p>\n
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\nThat people should be encouraged to voice different perspectives. But what happens if this impacts on another individual\u2019s freedoms or goes against the thinking of the discipline?<\/p>\n
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\nI don\u2019t explicitly consider equality and diversity within my teaching. So for future evaluations both by students or myself, I will include a question that prompts consideration of barriers to equality and diversity.<\/p>\n
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\nUK law and the University emphasise the importance of there being \u201cprotected characteristics\u201d and so perhaps focus action on those groups. I, perhaps naively, prefer to see everyone as valuable, complex individuals, and to acknowledge that we will<\/em> share similarities and have differences. It is from these different perspectives that we can learn, through challenging what we think we know.<\/p>\n
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\nI can actively encourage individuals to share their perspectives by aspiring to:
\n\u2022\u00a0Create activities where participants share\u00a0relevant aspects of their prior knowledge\/experience.
\n\u2022\u00a0Allow time for discussion during teaching sessions.
\n\u2022\u00a0Allow time for individuals to think, before asking them to\u00a0engage in discussion, when dealing with challenging ideas
\n\u2022\u00a0Acknowledge and value participants\u2019 contributions, even if I do not agree.
\n\u2022\u00a0Critically (and constructively) challenge participants\u2019 ideas, whether I agree or disagree with them.
\n\u2022\u00a0Encourage participants to share their reflections on their experiences of our teaching session, including potential barriers to learning related to equality and diversity.<\/p>\n
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\nEncouraging the development of a heterogeneous learning community means that ideas are generated by and challenged from a broad range of different perspectives, potentially leading to a more comprehensive and in-depth analysis of a given topic. Removing barriers to equality and diversity\u00a0may lead to\u00a0a\u00a0professional community from broader backgrounds, which would be better able to understand an issue from a wide range of viewpoints, and identify approaches and outcomes that are desirable for a greater range of people.<\/p>\n
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