New research published by the University of Roehampton reveals that more needs to be done to ensure that gender inequalities are not perpetuated when developing higher education pedagogies.
Posted: 15 July 2013
The research project - Formations of Gender and HE Pedagogies (GAP project) – looked at how the issues of diversity were addressed by current pedagogical practices. It has revealed that policies and practices aimed at widening participation can unwittingly reproduce social, gender and ethnic inequalities. The report’s authors Professors Penny Jane Burke and Gill Crozier have called on policy makers and universities to provide more support to HE lecturers as they develop inclusive pedagogies.
To aid this, the GAP project authors have devised a CPD resource drawing on the key findings of the project. The pack, which was launched last week, is aimed at lecturers, academic developers, Widening Participation directors and managers and policy makers. It encourages critical reflection on the complex processes in which inequalities might unwittingly be reproduced through Higher Education pedagogies.
Speaking at the resource pack’s launch Professor Penny Jane Burke, who led the GAP Project said “Our research has not only proved wrong the common assumption that gender is no longer an issue in the widening participation in Higher Education debate, but it has revealed that unless care is taken, conventional practices can indeed enhance inequalities. This pack will help those involved in the widening participation debate to address the complex issues of difference, diversity and inequalities to develop more inclusive, and ultimately useful, policies and teaching practices.
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