Reverse Pedagogy: a citizens' assembly approach to the BAME awarding gap

Abstract

This project took a bottom-up approach to the BAME awarding gap. The aim was to create the right conditions for BAME students to lead the conversation and shape the recommendations. Knowledge is power. Students were therefore provided with the same information and research as those in senior management and academic positions in the University of Hertfordshire (UH). The project’s ambition was to combine student experience and structured research to assess current policies and guide future policymaking directed at the BAME awarding gap.