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dc.contributor.authorSillence , Matthew
dc.contributor.authorClark, Amanda
dc.contributor.authorDickerson, Claire
dc.contributor.authorDoan, Hanh
dc.contributor.authorJarvis, Joy
dc.date.accessioned2023-03-13T17:00:03Z
dc.date.available2023-03-13T17:00:03Z
dc.date.issued2023-02-28
dc.identifier.citationSillence , M , Clark , A , Dickerson , C , Doan , H & Jarvis , J 2023 , ' Equality, diversity and inclusion: learning from laying our cards on the table ' , Journal of Learning Development in Higher Education , no. 26 . https://doi.org/10.47408/jldhe.vi26.915
dc.identifier.issn1759-667X
dc.identifier.otherPURE: 37319515
dc.identifier.otherPURE UUID: ad8cb818-18dc-4078-b4d8-d10189b6988c
dc.identifier.urihttp://hdl.handle.net/2299/26121
dc.description© 2023 The Author(s). This is an open access article distributed under the Creative Commons Attribution License, to view a copy of the license, see: https://creativecommons.org/licenses/by/4.0/
dc.description.abstractThis article presents preliminary findings from a study designed to evaluate, develop and disseminate a cards resource developed to support dialogue and learning about EDI. Experience of creating cards to explore disciplinary thinking at the Universities of Hertfordshire (UH) and East Anglia (UEA) (Jarvis and Clark, 2020) was instrumental in the design. The resource is based on the concept of using ‘serious play’, a ‘special kind of intense learning experience’ (Rieber et al., 1998, p.30, 29, original emphasis) to support reflective, inclusive and transformational learning (Peabody and Noyes, 2017). Staff and students at UH and UEA who facilitate and attend sessions at which the cards are used are contributing to the research. Before sessions, facilitators are briefed about the guidance, the cards, and possible exercises for using them. At the end of sessions, facilitators and participants are invited to take part in a reflection activity. Facilitators are asked about the context, the activity, observations of participant response to the cards, their learning, the facilitator’s learning, and plans for future EDI activities. Participants are questioned about the role of the cards in their learning and thinking, what was learnt, and how this will impact their interaction with others. Preliminary findings indicate how participants are thinking about their working contexts, in particular how they initiate conversations around their personal lives, and share stories relating to equality, diversity and inclusivity, in order to make abstract terms more vivid. This study responds to a need to develop research-informed resources to use to encourage respectful, inclusive dialogue to address EDI topics with staff and students in higher education. Drawing on the preliminary findings shared here, new terms are being added to the current card set together with a blank card to allow users to generate their own cards; and a new resource comprising EDI stories is being considered.en
dc.format.extent9
dc.language.isoeng
dc.relation.ispartofJournal of Learning Development in Higher Education
dc.subjectequality, diversity and inclusion
dc.subjectcards
dc.subjectconversation
dc.subjectdialogue
dc.subjectHE staff
dc.subjectstudents
dc.titleEquality, diversity and inclusion: learning from laying our cards on the tableen
dc.contributor.institutionSchool of Social Sciences, Humanities and Education
dc.contributor.institutionEducation
dc.contributor.institutionCentre for Research in Professional and Work-Related Learning
dc.description.statusPeer reviewed
rioxxterms.versionVoR
rioxxterms.versionofrecordhttps://doi.org/10.47408/jldhe.vi26.915
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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