Racial Equality Strategies in Learning and Teaching
Learning and teaching in a classroom has come to reflect a world that is now characterised by globalisation.
Learning and teaching frameworks should be able to meet the needs and requirements of a diverse student population in terms of ethnic, cultural, religious and linguistic diversity.
This section provides a series of questions that lecturers can use to self-evaluate their practice in relation to race equality. It includes consideration of
- providing opportunities to classroom environment (including the virtual learning environment (VLE));
- meeting the needs of bilingual students;
- learning styles;
- placements and field trips;
The ideas within this section will also be useful to those engaged in reviewing teaching programmes and those developing new course content.
In some areas, just as with disability issues, it is about making reasonable adjustments to enable inclusion and participation. Many of the adjustments to practice involve the development of generalised good practice which benefits all students. For example, making lecture notes available ahead of lectures will assist, among others, students with learning difficulties, those with English as an Additional Language issues, and those who have caring commitments and need to plan ahead.
Critically reflecting on practice to promote equity and participation for all students in the learning environment accords with the Quality Assurance Agency’s focus on improving student engagement as part of continuous improvement of quality (see QAA approaches to student engagement).