Work

From tokenism to transformation: Acknowledging the missing voices of marginalised students in higher education, beyond box-ticking frameworks

Year: 2025

Type: article

Abstract: We have recently been investigating inclusion for attainment with an intersectional gender perspective with a focus on co-creation strategies for inclusive assessment and feedback. This short opinion piece acts as a spotlight piece of shared thoughts are provocations for thinking about what effectiveness looks like for the ‘inclusive curriculum’. We hope our piece stimulates debate and further engagement. This piece also allows a platform for discussions to allow practitioners to reflect and ask themselves questions around their own practice and this can be used to shape frameworks for inclusion to shine through.

Source: Open Scholarship of Teaching and Learning

DOI: 10.56230/osotl.124

Authors: Lesley Graham, Susan Lindsay

Institution: University of Glasgow

Language: English

Topic: Higher Education Practises and Engagement

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: diamond

OpenAlex ID: W4409003407

FWCI: 6.55

Cites:

Cited by: 2

Related to: 10