Ensuring equality, diversity, and inclusion in teaching: A case study of the application of whose W.O.R.D.D. counts? A tool to critically assess the diversity of curricula
Year: 2024
Type: article
Abstract: This case study explores the application of the Whose W.O.R.D.D. Counts? tool to promote Equality, Diversity, and Inclusion (EDI) within the Global Mental Health (GMH) MSc Programme in the School of Health and Wellbeing (SHW) at the University of Glasgow. It underscores the importance of diversifying curricula to challenge systemic biases, promote inclusivity, and address pervasive attainment gaps in higher education linked to gender, ethnicity, and socioeconomic status. Developed by the Open University, the tool guided a comprehensive review of the GMH online learning materials under the following topic headings: writing with the audience in mind, opportunity for exchange of experience, representation through different lenses, drawing on different student experiences, and diversity as the subject matter (W.O.R.D.D.). The review identified good practices and areas needing improvement, leading to significant content expansions and new reflective tasks. Larger developments fell into three broader themes: diversifying case studies from low-, middle-, and high-income countries; increasing discussion of gender and sexuality; and framing Western culture. Despite the time and energy-intensive process of reviewing 60 weeks' worth of content, the effort has beneficially impacted teaching practices and received positive student feedback. The findings, disseminated through various academic platforms, have inspired the teaching team to initiate the process of decolonising the curriculum. Decolonisation goes beyond EDI by critically examining and uprooting colonial systems, practices, and power structures, rather than merely integrating non-White perspectives or making space for marginalised groups within existing frameworks. The study advocates for continuous improvement and active student involvement to foster a genuinely inclusive educational environment.
DOI: 10.56433/4dwar095
Institution: University of Glasgow
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4409039769