Diversity as a resource for student success

Conceptualizing, listening and supporting students across diverse gender identities

Students identifying on the transgender spectrum are significantly under-researched and under-reported in the education literature. Gender-identity based discrimination and violence has long-term detrimental effects on student retention and education outcomes and links to the theme of diversity as a resource for student success.  

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Reflections from delivering a criminology module in HMP Wandsworth Prison

This session reports from the delivery of a Middlesex University criminology module taught in Her Majesty’s Prison Wandsworth between January and May 2017. The module forms part of the ‘Learning Together’ initiative established by Cambridge University now running in a number of English prisons. 

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‘I Am A Magazine’: diversity in a large scale collaborative, interdisciplinary, self-directed learning project

 

The presenters had different roles in the project, and come from different parts of the University. Peter Thomas (LET) organised the event; Gavin Fernandes (FACI) was a core member of the IAAM team, who planned and taught on the project; our third presenter was a student-participant on IAAM

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Surviving life in the NHS: study well, build resilience, stay healthy, make a difference

Health promotion has been high on the agenda in every aspect of the NHS service provision in an attempt to educate the population for a healthier lifestyle with the intention of a reduction in ill health; more recently the focus is on mental health affecting today’s population.

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Registered nurses with dyslexia: strategies for success in lifelong learning

Whilst there is a growing body of evidence pertaining to student nurses with dyslexia (Evans, 2014, Storr et al., 2011), there is very little research on the learning experiences of Registered Nurses. Dyslexia is a Specific Learning Difficulty or Difference (SpLD) which affects around 10% of the population, 4% severely (British Dyslexia Association, 2012). It is not known how many nurses have the condition (Sanderson-Mann and McCandless, 2005).  

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Developing student teachers’ skill and understandings of dialogue in primary Religious Education

This paper presents a module taught with Year 2 Primary Initial Teacher Education students. The students’ cultural and religious diversity, identified through ethnic identity in the student cohort for this programme, is considerably higher than the national average (recorded at 44% in 2016, compared with a national average of 10% of BAME students in Primary ITE in 2015).

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The accented curriculum: how to move beyond the anglophone-biased and Received Pronunciation (RP) curriculum design

Recent research shows that diversity and internationalisation matter for both home and international students (Jones and Killick, 2013). At the same time, diversity should neither be ‘exoticised’ (over-celebrated) nor pathologised, i.e. deemed as an ‘issue’. Unless a module title features the adjective ‘global’ or ‘world’ (e.g. ‘Global Media’ or ‘World Cinema’), then the syllabus content is often heavily biased towards Anglophone sources and audio-visual material with Received Pronunciation (RP). 

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