Abstract
In this article, we report on a research-informed teaching intervention that took place in our
Initial Teacher Education (ITE) department alongside student work on a final year module in
the School of English, Drama, and Creative Studies (EDACS). This was an interdisciplinary
collaboration exploring the themes of Equity, Diversity and Belonging (EDB) in Higher
Education. A review of our curriculum materials and student feedback prompted the
following case study. The findings are suggested as good practice for departments across the
university combining decolonisation efforts with a focus on EDB.
Initial Teacher Education (ITE) department alongside student work on a final year module in
the School of English, Drama, and Creative Studies (EDACS). This was an interdisciplinary
collaboration exploring the themes of Equity, Diversity and Belonging (EDB) in Higher
Education. A review of our curriculum materials and student feedback prompted the
following case study. The findings are suggested as good practice for departments across the
university combining decolonisation efforts with a focus on EDB.
| Original language | English |
|---|---|
| Pages (from-to) | 50-60 |
| Number of pages | 11 |
| Journal | Education in Practice |
| Volume | 5 |
| Issue number | 1 |
| Publication status | Published - 31 Jul 2024 |