Embedding diversity, inclusivity, and democracy in the classroom

This chapter reflects on the process of designing a new Undergraduate module as part of a broader curriculum review at a UK University Business School and considers how this can be developed in a way that is consistent with inclusive teaching and learning principles within higher education (HE). Inspired by intersectionality theory, which frames both our module content and pedagogy, we adopt an inclusive learning and teaching approach. This approach aims to promote equity and fairness for all and involves consideration and valuing of students’ differences, adapting both the module content and the learning environment as a result. In documenting our journey, the initial course design starts firstly with employing the nominal group technique (NGT) approach to co-creating module content with students. We subsequently outline how working with Students-as-Partners in curriculum design is beneficial in building a stronger sense of inclusive classroom community, as well as delivering higher student satisfaction outcomes. Throughout our delivery of this new content, we illustrate our inclusive pedagogical approach and the resulting pedagogic interventions and behaviours developed to promote inclusivity in the classroom. We conclude by recommending specific pedagogic interventions to other educators who wish to promote inclusive learning and teaching in HE.