| Unit name | Exploring Inclusive Pedagogy in Healthcare Education |
|---|---|
| Unit code | MEEDM0038 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Dr. Hartland |
| Open unit status | Not open |
| Pre-requisites |
1. Healthcare professionals and educators with an interest in equality, diversity and education 2. TLHP Postgraduate Certificate |
| Co-requisites |
N/A |
| School/department | Teaching and Learning for Health Professionals |
| Faculty | Faculty of Health Sciences |
This units aims to equip students with theoretical frameworks to explore discrimination and bias in higher education. The literature surrounding attainment gaps and the experience of students with protected characteristics will be explored to contextualise the impact of these discriminatory practices. Through the lens of concepts such as Critical Race Theory and Inclusive Pedagogy students will consider their own teaching and the systems in which they work.
The two days will cover the introduction of new theories, revisit social learning theories and consider the impact systems can have on the experience of healthcare students with protected characteristics. Day 2 will challenge students to be self-reflective of their own unconscious bias, and the role they can play in both contributing to and preventing discriminatory behaviours and systems. The assessment will ask students to reflect on their place of work and own teaching through the lens of theories discussed during the unit, and consider the ways in which they can help tackle discrimination in higher education. Aims: - Create a safe space for students to explore the systemic and individual biases that create discriminatory practices in their place of work. - Help students to identify, listen to and appreciate the narrative of a student experiencing discrimination - Introduce students to the literature, theory and language surrounding discussions of equality, diversity and inclusion in higher education - Equip students with skills, grounded in theory, so they may tackle discrimination in their place of work and in their own teaching
Students will use the lens of Critical Race Theory (CRT), Inclusive Pedagogy and other relevant theories to explore the inherent racism, bias and privileges in their place of work,
- Students will broaden their understanding of the educational inequalities that exist within HE and the experiences of students with protected characteristics. Through the use of case studies, they will consider the impact that discrimination and bias can have on a student’s educational experience. - Students will develop skills that allow critical self-reflection on their own unconscious biases and the role they can play in both contributing to and preventing discriminatory behaviours and systems. - Students will reflect on social learning principles covered in the CBE (TLHP Cert) module and link these to the new content taught on the day. Students will consider the role of identity and how legitimisation can be encouraged in a learning environment which has equality and inclusion at its core.A Sway presentation will support some of the discussions, summarise some of the theory and link students to online content.
The assessment will consist of both formative and summative elements. Students will:
- Write a formative 100 word reflective diary at the end of each day recording their experiences, identifying significant learning and personal moments of internal reflection (formative) - Use taught theory to create a case study tailored to their own teaching environment that could be used to teach their colleagues about the discrimination students with protected characteristics face, and the impact this has on their educational attainment (summative) - Present this case study in person to the unit lead and 2nd marker as part of a 10 minute presentation critically reflecting on the process by which they created the case study, and justify the theory which underpins the way in which they will use it as an educational resource. There will be 5 minutes of questions exploring this at the end of the presentation. (summative)Available on blackboard
