1. #LiberateMyDegree: Starting the conversations on your campus

2. Overview In this session we will look at:
What liberating the curriculum means
Why it is important
Making the arguments
Solutions: campaigns and good practice examples
What you can do about it
2. Many curricula in higher education are still built around the model of a ‘traditional’ student (think about what higher education represented many years ago), and this creates difficulties and disadvantages for many of the different types of students who currently participate in higher education. A wide variety of quantitative and qualitative evidence suggests that not all students are having
equitable academic experiences.

3. What do we mean?
Liberation:
‘working to challenge and reverse the effects of structural oppression in society which manifest themselves in higher education in numerous ways.’
Lead a discussion with the group on the definition and difference between liberation, equality and diversity
If we liberate the curriculum we therefore seek to further equality in HE: the curriculum should not disadvantage any student or students because of their background or characteristics – people should have equal opportunities to learn and do well.
If we liberate the curriculum it will also mean the curriculum will be diverse:

4. What do we mean?
Equality:
‘all individuals and groups of people are able to contribute and fully experience areas of life and education.’
Lead a discussion with the group on the definition and difference between liberation, equality and diversity
This means that some groups/individuals will be given more resource time or space to tackle any disadvantages that they may have.

5. What do we mean?
Diversity:
‘recognising, valuing and taking account of people’s different backgrounds, knowledge, skills, needs and experiences.’
Lead a discussion with the group on the definition and difference between liberation, equality and diversity
In education this means our curriculum needs to take into account a range of different view points and peoples experiences.

6. What do we mean? Syllabus Learning environment
Delivery of course and support provided
Assessment
When we talk about curriculum..
Content and learning: to ensure the curriculum content reflect our diverse population and encourages social inclusion and mutual understanding of different perspectives
2. Access and structures: Ensuring that all students, regardless of their profile have access to the same resources, facilities and groups as their peers, and that they feel safe and welcome, and have equal access to success.
. Many curricula in higher education are still built around the model of a ‘traditional’ student (think about what higher education represented many years ago), and this creates difficulties and disadvantages for many of the different types of students who currently participate in higher education. A wide variety of quantitative and qualitative evidence suggests that not all students are having
equitable academic experiences.

7. Why is it important: curriculum content
‘NUS Race for Equality’ - 42% of Black students said the curriculum did not reflect issues of diversity, equality and discrimination.
33% of Black students they did not feel able to bring their perspectives as Black students in to lectures, seminars and tutorials.
‘Education Beyond the Straight and Narrow’

8. Why is it important: educational environment
23% of Black Students described there learning environment as clique, 17% as isolating and 7% as racist.
One in 10 trans students never feel comfortable to speak up in class.
Almost one in four women do not feel confident to speak up in the classroom.
16% of incidents of sexual harassment occur in a learning environment
Stats from NUS reports : Race for Equality, Education Beyond The Straight and Narrow and Hidden Marks.

9. What is it important: support
Black students - teachers did not provide the same level of attention or encouragement they would to non-Black students
Many disabled students face learning disadvantages if they don’t get appropriate support.
Should it be requested vs should it be the status quo. Stats from Race for Equality.

10. Why is it important: assessment
Black students report low levels of satisfaction with assessment and feedback.
Need for anonymous marking
Inaccessible/ poor communication of standards or criteria used for assessment
‘Inclusive Assessment’
4. Inclusive assessment is based on the principle that all students should have a way of demonstrating that they have achieved the learning outcomes of their module or course.

11. Why is it important: attainment
In 2013, there was a 16.1% gap between the numbers of 2:1 or 1st degrees awarded to White UK-domiciled and BME UK-domiciled students.
2. In some subjects the attainment gap was 7.5% between non-disabled students and disabled students being awarded first or 2:1 degrees.
Women make up 56.1% of the student population, yet they continue to be hugely underrepresented in traditionally ‘male dominated’ subjects. For example, they make up just over 10% of the students studying engineering or technology.
ECU – Equality in Higher Education: statistical report 2014

12. Making the arguments
It will help institutions retention strategy. Improve retention for students most likely to drop out: mature students, BME students, students with low UCAS tariff scores.  
It will help institutions to meet obligations under the Equality Act 2010
Help combat provide a more balanced and diverse curriculum – which will help the development and learning of all students

13. Key resources Research reports NUS - Hidden Marks
NUS – That’s what she said
NUS - Beyond the Straight and Narrow
NUS - Race for Equality
ECU – Equality in Higher Education: statistical report 2014
Training resources/ toolkits
Course rep hub - Liberation training for Course Reps
The student engagement partnership (TSEP)
Liberation, Equality and Diversity in the curriculum
briefing

14. What can you do? Gather evidence on your campus
Review/ audit your course curriculum and assessment processes. How inclusive are they? Do you have an inclusive curriculum? Do you have anonymous marking?
Use student feedback forms on the curriculum to identify whether students are satisfied with course content and why?
Consider surveying students to see how satisfied with their course content/ learning experience/ assessment process

15. What can you do? Identify key stakeholders
Utilise course reps as a key ally
Work with key societies and liberation officers with an interest in this. Think about all the groups of students outlined here.
Which academics might you engage?
Who holds influence within your department/ within the wider institution and who might you approach first?

16. What can you do? Identify key instruments to influence:
Education charter and/ or partnership agreement as a tool to lobby for students to co-design the curriculum
Training programmes - Do you know if staff have training in how to challenge discrimination and harassment in the classroom? Do they receive training in equality and diversity?

17. Exercise: think about your strategy
You want to ensure the curriculum at your institution is diverse and inclusive. Think about:
Who would you need to influence?
How would you influence?
What might the potential barriers be and how would you overcome them?
What outcomes would you want to achieve?

18. Summary
‘Liberating education [is] through dialogue, the teacher of the students and the students of the teacher cease to exist and a new term emerges: teacher-student with students- teacher’ – Paulo Freire

19. Any questions?

20. Campaigns and good practice
#Why is my curriculum white?
BME attainment gap institutional improvement programme
The Space project
Sparqs
Students as Partners in the Curriculum
Developing and embedding inclusive policy and practice in HE’

21. Thank You
For more information,