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Considering diversity, change and intervention: how the higher education curriculum looked in on itself
Abstract
This paper broadly examines the development of diversity initiatives within the higher education (HE) curriculum. It seeks to challenge the normative frameworks of HE institutions in their curriculum development and delivery and encourages the university to ‘look in on itself’ to find solutions to the absences in BAME participation, retention and achievement at the present date. Two case studies are used to illustrate possible research and development initiatives, taking the viewpoint of the institution being the model for change and not the student. Diversity issues are conceptually framed by using theories around pedagogic practice, which are suggested as being both culturally and creatively located. The conclusion works as a set of principles for intervention and change. Published in a special issue on Student Diversity in Higher Education: Conflicting Realities.
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“Assessment is also a disciplinary construct: what, how and why we assess are products of disciplinary norms.”
From A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy (2019) · cites this paper as Hatton 2012
Citations
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References 8 · Cited by 11
Research works printed but not linked: 17
- D. Atkinson, 2002, Art in education: Identity and practice, 10.1007/0-306-47957-5 · DOI
- T. Becher, 2001, Academic tribes and territories
- H. Bhabbha, 1994, The location of culture
- 2006, Innovative assessment in higher education
- P. Burke, 2011, ‘Art for a few: exclusions and misrecognitions in higher education admissions practices’, Discourse: Studies in the Cultural Politics of Education, 32, 699, 10.1080/01596306.2011.620753 · DOI
- P. Dash, 2005, Social and critical practices of art education, 117
- K. Hatton, 2003, ‘Multiculturalism: narrowing the gaps in art education’, Race, Ethnicity and Education, 4, 357, 10.1080/13613320332000146375 · DOI
- K. Hatton, 2009, ‘A Study of Black Experiences in Art Education in England’
- K. Hatton, 2008, Design, pedagogy, research
- 2009, The university and its disciplines: Teaching and learning within and beyond disciplinary boundaries
- 2004, The Routledge/Falmer reader in multicultural education
- J. Lavia, 2010, Cross-cultural perspectives on policy and practice: Decolonizing community concerns
- T. Modood, 2007, Multiculturalism: A civic idea
- T. Modood, 1994, Ethnic minorities and higher education
- R. Naidoo, 2008, Race, identity and belonging, 72
- 2004, Culture and learning: A volume in international perspectives on curriculum
- N. Rollock, 2011, ‘Unspoken rules of engagement: navigating racial microaggressions in the academic terrain’, International Journal of Qualitative Studies in Education, 1, 10.1080/09518398.2010.543433 · DOI
Metadata
- Authors
- Hatton, K.
- Corresponding author
- Hatton, Kate
- Venue
- Widening Participation and Lifelong Learning
- Publisher
- The Open University
- Published
- 2012-01-01
- Volume
- 13
- Issue
- 1
- Pages
- 34-50
- ISSN
- 1466-6529 (ISSN-L)
- OpenAlex
- W2046617269
- Cited by
- 11
- References
- 8
- Citations by year
- 2019: 2 · 2018: 7 · 2014: 2
- FWCI
- 3.11
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Widening Participation and Lifelong Learning (publishedVersion)
- University of the Arts London Research Online (University of the Arts London) (acceptedVersion)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › Higher Education Practises and Engagement
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Keywords
- diversity in higher education, curriculum development, BAME students, student retention, academic performance, pedagogic practice, creativity education, institutional change, intervention principles, student diversity
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- CoChat. (2026). Citation check: Considering diversity, change and intervention: how the higher education curriculum looked in on itself. https://app.cochat.ai/papers/10.5456/wpll.13.s.34
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- Hatton, K. (2012). Considering diversity, change and intervention: how the higher education curriculum looked in on itself. Widening Participation and Lifelong Learning. https://doi.org/10.5456/wpll.13.s.34
