NEON Working Group – Addressing Differential Outcomes for Diverse Learners Workshop

NEON Working Groups

Workshop Title: From Decolonised to Globalised: Empowering Diverse Learners and Fostering Belonging

Date: Thursday 13th February 2025, 2pm – 3.30pm (online via MS Teams)

This working group serves to provide a space for addressing the challenges of establishing better outcomes for ethnically diverse learners in Higher Education and explores innovative approaches to developing good practice in this area by way of practical discussions, research/case study analysis, and peer support.

14.00-14.10 Welcome and Introductions (Karen Lipsedge, Kingston University, Chair)

14.10-14.40: Reece Sohdi, Lecturer (PGCE in Further Education and Skills) at University of Sunderland

Abstract:

In this workshop, Reece Sodhi gives participants the opportunity to engage in a transformative workshop on decolonising education, where we will critically examine how colonial legacies have shaped our curricula and learning environments. The session will invite educators and support and professional to delve into the meaning and impact of decolonising the curriculum, exploring how traditional narratives have influenced knowledge and representation in education.

Participants will reflect on their own practices, considering how to challenge established perspectives and integrate diverse, global viewpoints. We will discuss strategies to ensure that all learners feel represented and valued in educational spaces, fostering environments where inclusivity and safety are prioritised. Through engaging activities and discussions, participants will develop practical approaches to rethinking curriculum design and teaching methods, contributing to a more equitable and inclusive education system. The workshop will also aims equip participants with the tools to create learning experiences that genuinely reflect and embrace the rich diversity of our world.

Short bio:

Reece Sohdi is a Lecturer on the PGCE FES course and Programme Leader for the Learning and Skills Teacher Apprenticeship at the University of Sunderland. He is a Fellow of the Higher Education Academy and as an early career researcher, focuses on decolonising the curriculum within higher education, with a broader view towards its application in the further education and skills sector. Reece’s commitment to enhancing teaching practices and fostering inclusive learning environments aligns with research interests in curriculum decolonisation. Reece is eager to contribute to transformative discussions and practices that promote equity and globalised inclusion across all educational sectors and spaces.

14.40-15.00 Breakout groups

The breakout session provides colleagues with the opportunity to come together to discuss the project and how they could incorporate and develop the strategies provided at their institution. In your discussions, please consider the following:

Task: Thinking about your own experience as an educator and/or support and professional staff member, consider one or more of the following questions. Remember there are no right or wrong answers, and you may have to sit in an uncomfortable space when critically reflecting on your own perspectives.

• What are the key practices at your institution that support or hinder a decolonised and globalised curriculum, and how can we improve them?
• How do your own social identities play a part in your planning, teaching or assessment, reflecting in the information that we encourage learners to critically think about and develop?
• What strategies can we implement to ensure that all learners feel a sense of belonging and empowerment within the learning environment (and beyond the classroom)?
• How can we measure the effectiveness of our decolonisation efforts and provide ongoing support for educators in integrating these approaches?

15.00-15.15: Feedback and Q&A

15.15-15.30: AOB and next meeting