Inclusive practice

• The anti-racist classroom (video). Lisa's presentation defines the decolonisation of the curriculum, contextualises its history, and considers ways to diversify what we teach and how we frame knowledge
• Diversifying reading lists toolkit from LLI (webpage). These pages have been created as an aid for academic staff in identifying and adopting more diverse information resources onto reading lists, in support of more inclusive curriculum design
• Excerpts from Tom Muskett's presentation at DEAP19 (video). Muskett's presentation explores two students' personal narratives of their university learning experience

• Winter DEAP21 introduction by Professor Susan Smith (video). This video explores how to decolonise the curriculum, offering practical insights on diversifying content, assessment, and teaching to make higher education more inclusive
• Claire Williams talks about the support and resources available through LLI (video). Information about the reading list toolkit and how you can use it to decolonise your reading lists

• Decolonising SOAS Learning and Teaching Toolkit for Programme and Module Convenors (pdf). Discover practical ideas for decolonising learning and teaching, aimed at fostering inclusive pedagogy and addressing racialised privilege. This toolkit encourages reflection, dialogue, and meaningful change in teaching practice
• Innovating Pedagogy 2019 (pdf). A snapshot of ten emerging pedagogies, highlighting how decolonising the curriculum can help educators bring multiple perspectives into learning. Ideal for staff seeking to make teaching more inclusive, reflective, and culturally responsive
• Miseducation: decolonising curricula, culture and pedagogy in UK universities (pdf). Mia Liyanage explores decolonisation as part of a wider equality and inclusion agenda in higher education and presents five key policy recommendations based on testimony from 16 respondents
• Advance HE video series exploring equality, diversity, and inclusion in higher education through the experiences of Black male staff and students:
  1. Can we decolonise the sciences?
  2. Academic privilege, teaching through bias and the impact of Covid-19
  3. Cultural competency, racial trauma and decolonising the curriculum

• Give more emphasis to social integration rather than content transmission; include participatory social activities that encourage all students to take part
• Provide opportunities for new students to meet higher-level students before teaching begins
• Consider using a peer mentoring or buddy scheme during the first few weeks
• Use residentials, trips, and treasure hunts as opportunities for fun, low-stakes activities (for example, informal data-collection tasks)
• Explore and devise shared course ground rules (behavioural, values-based, or supporting respectful and critical debate)
• Consider how student representatives can contribute to induction programmes

• Allow opportunities for students to discuss their prior learning and background in a safe, respectful space
• Clarify key differences between university study and students’ prior educational experiences (including overseas differences)
• Use activities that address strategies to balance study, life, and students’ social circumstances: accommodation, commuting, part-time work
• Try low-risk formative mini-assessments in the early weeks to build confidence and provide constructive feedback
• Encourage reflection on cultural values, both students’ and staff’s, and how these shape expectations and engagement

• Offer opportunities for early contact with Academic Advisors 
• Ask Academic Librarians to provide curated, subject-aligned academic skills sessions (researching, academic writing, referencing)
• Consider recommending the Study Ready / MyBeckett modules for incoming students, including international and level-transition modules

• Spread induction information over the first two or three weeks to avoid overload and check for duplication across sessions
• Consider basing induction around a small-group project where students locate key university information and receive formative feedback on presentations
• Offer clear instruction on using the VLE through LLI
• Be aware of variability in students’ social and family capital and adapt communication and support accordingly
• Avoid unnecessary academic jargon to reduce cognitive and cultural barriers

• Be aware of culture shock in the university environment. This is especially for first-generation and international students who may face academic, language, or cultural challenges
• Acknowledge that minority groups may demonstrate different motivations and learning strategies
• Provide means by which students’ cultures of origin are recognised and valued as assets rather than deficits
• Reflect as a course team on how your own cultural values, beliefs and unconscious biases may influence teaching and assessment practice

The Centre for Learning and Teaching inclusive assessment guide (pdf) was generated to support academic staff in providing a diverse range of students with inclusive assessment and academic support. 

The Leeds Beckett Disability Advice staff pages have guidance on the different types of disabilities your students may have. There are also contact details should you require guidance for specific cases.

• Diversifying reading lists toolkit (webpage). See how to make your reading lists more inclusive by adding diverse authors and resources. This web resource gives practical tips and tools to support inclusive curriculum design
• Request it service (webpage). Find out how to request books and resources to support your studies or research. This webpage shows how the Request it! service helps diversify the Library’s collection
• Best practice in diversifying reading lists (webpage). This staff guide provides examples of best practice and reading list tools which help to diversify the curriculum
• Diverse research (webpage). This is a staff guide to sources of research which can help diversify reading lists
• Black, Asian & Minority Ethnic (BAME) reading list by subject area (staff webpage). This is a list of resources written by Black and Global Majority authors, or which explore academic subjects from their perspective. This list will be periodically updated but should not be considered comprehensive

• Equality Act 2010 (webpage). This webpage sets out the legal framework for equal action, including details of the categories of people with protected characteristics
• Inclusive curriculum design in higher education (webpage). A guide to support the higher education sector to think creatively about inclusive curriculum design from a generic, as well as subject or disciplinary, perspective

• Guide to producing accessible and alternative formats from the Disability Advice team (pdf). This document offers practical guidance for creating learning and teaching materials that are as inclusive as possible
• Inclusive curriculum toolkit (webpage). This resource guides you through research, templates, and good practice for designing and delivering an inclusive curriculum