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Inclusivity

Inclusive curriculum at the University of South Australia has two components. First is a statement which outlines the role of inclusivity and inclusive curricula in advancing the mission of the University and how an inclusive curriculum is fundamental to achieving the qualities of a University of South Australia graduate. Second is a set of educational strategies which improve inclusivity and which develop the qualities of a University of South Australia graduate. The strategies are intended to suggest a number of ways in which the content of programs and the teaching, learning and assessment arrangements might be changed to improve inclusivity and academic staff will need to judge the appropriate use of such strategies within their field of study.

• Inclusivity, curriculum and the mission of the University of South Australia 
• Educational strategies for improving inclusivity in curricula, teaching, learning and assessment 
• UniSA Policy for students with disabilities C-7.3.

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Inclusivity, curriculum and the mission of the University of South Australia

In pursuing its mission:

to advance, disseminate and preserve knowledge through the provision of a teaching, learning and research environment which fosters excellence in scholarship, innovation and social responsibility

the University of South Australia is committed to providing an educational environment in which inclusivity is a benchmark of excellence.

The outcomes of an inclusive curriculum are threefold: first, there is increased access to higher education and the social and economic benefits it provides to segments of the community traditionally excluded; second, it enriches the educational experience of students as they engage with and accommodate diversity in building knowledge, values, skills, abilities and personal qualities that will equip them as effective professionals and as citizens; and third, there are pragmatic benefits in developing professionals who can operate effectively and creatively with a wide variety of others and in rapidly changing, globally oriented workplace contexts.

The University of South Australia has a particular mandate for social justice through its establishing Act and its mission and goals. These notions are central to the University's understanding of quality education for professionals and are inextricably embedded in the policy frameworks, codes of good practice and statement of graduate outcomes. A pivotal aspect is the evaluation incorporated in the University's quality assurance process which involves the regular, systematic and critical review of all aspects of University activity. Through these frameworks, the University has positioned itself as an active contributor to positive social change.

Excellence of the curriculum demands courses and programs with a knowledge base that is robust, comprehensive and intellectually significant. Such curricula include knowledge which enriches or challenges by acknowledging different sources of knowledge production, differing claims as legitimacy for knowledge, and differing applications of knowledge. Because all curricula are by their nature selective of content and methodology, inclusive curricula make evident the criteria and basis of this selection and encourage debate about these criteria.

Furthermore, inclusive curricula use teaching, learning and assessment arrangements which facilitate engagement with these broad notions of the curriculum by students who bring diverse interests and backgrounds to their studies. These teaching, learning and assessment arrangements are focused on the development of professionals who are able to make an immediate and ongoing contribution in their chosen professions and fields in both local and global contexts.

The University has identified seven graduate qualities which it seeks to foster through its educational programs and processes. An inclusive curriculum is fundamental to the achievement of these qualities and the following table demonstrates the interpretation of the graduate qualities in accordance with the principles of inclusivity discussed above. The materials provided in the Guide to writing program and course documents: developing the qualities of a University of South Australia graduate outline the graduate qualities and provide a set of sample indicators for each quality which are set out in the first column of the following table. These indicators have been 'unpacked' in the second column of the table to express inclusivity perspectives and indicators. The third column provides suggestions and strategies for applying the statements set out in the second column.

Educational strategies for improving inclusivity in curricula, teaching, learning and assessment

• Graduate Quality 1 - body of knowledge 
• Graduate Quality 2 - lifelong learning 
• Graduate Quality 3 - effective problem solver 
• Graduate Quality 4 - work autonomously and collaboratively
• Graduate Quality 5 - ethical action and social responsibility 
• Graduate Quality 6 - communication 
• Graduate Quality 7 - international perspective.

 

Quality 1 A graduate of the University of South Australia operates effectively with and upon a body of knowledge of sufficient depth to begin professional practice.
Indicators demonstrate an understanding in broad outline of a whole discipline or professional area (concepts, theories, proponents) including a knowledge of the boundaries apply knowledge (demonstrate application of theory to practice in real situations, appreciate limitations of theory, use materials, devices, safety codes and practices, specific equipment and techniques appropriately) identify the methodological and substantive limitations of the field and apply the discipline or professional area's mode of inquiry recognise the social and historical context of knowledge demonstrate appropriate understanding of current research areas in the discipline or professional area.	Inclusivity indicators demonstrate an understanding of the potential of the theories and perspectives of non-dominant groups to contribute to the field apply knowledge to a range of social and cultural contexts and demonstrate how particular ideas within a field of study have privileged some above others identify the potential of the theories, content and methodological approaches of the field to influence the needs, interests and perspectives of non-dominant groups recognise the social and historical influences on the development of the field and in particular the effects on specific social and cultural groups demonstrate an understanding of the way the accepted approaches to, and outcomes of, research have the potential to differentially affect or inform various social and cultural groups.	Educational strategies consider the process by which various parts of the field have come to be accepted as legitimate knowledge provide curriculum examples from 'cutting' or 'bleeding edges' at the boundaries of the discipline or professional area to illustrate competing schools of thought within a discipline or professional area introduce students to paradigm changes or competing schools of thought within knowledge areas and encourage analysis of the means by which knowledge is created and legitimated provide examples from the history and sociology of the discipline or profession which demonstrate the problematic nature of the way knowledge has been produced (or excluded) and legitimated (or discounted) provide examples of knowledge which has been accepted at one point in history but which is not currently seen as legitimate and analyse the reasons for this evaluate the content with respect to its relevance to, and the interests of, the social and cultural diversity of the group encourage students to critique the curriculum in respect to its effect on any particular social or cultural groups question assumptions about prior knowledge and the implications in catering for diversity of student backgrounds specify resources which are inclusive of under-represented and/or non-dominant groups incorporate the contribution of under-represented and/or non-dominant groups in the development and practice of the discipline provide a framework of learning experiences which takes into account, and validates, the interests and experiences of diverse social and cultural groups.

 

Quality 2 A graduate...is prepared for life-long learning in pursuit of ongoing personal development and excellence in professional practice.
Indicators locate, evaluate, manage, and use information in a range of contexts – ie be information literate understand the limitations of, and have the capacity to evaluate, their current knowledge understand and accept personal weaknesses, strengths and preferred learning styles, have knowledge of a range of learning strategies, and take responsibility for their learning and development maintain a positive concept of self as capable and autonomous sustain intellectual interest and critical thinking as a mature professional.	Inclusivity indicators understand the social and cultural dimensions of networks of knowledge and be able to recognise their implications in locating, evaluating, managing and using information understand the partial and relative nature of their own knowledge and its construction in relation to their historical, social and cultural experiences recognise the potential for enlarging their repertoire of learning styles to include strategies appropriate in a range of cultural or social groups maintain a concept of self in relation to, and which is informed by, wider social and cultural perspectives sustain an intellectual approach which embraces the changing social and cultural professional context.	Educational strategies structure and stage information literacy into the requirements of assignments incorporate into the details and discussion about specific assessment the relevant issues of locating, evaluating, managing and using different sources of information as a part of the curriculum, engage students in an analysis of their own readiness for learning and preferred ways of learning and provide opportunities for these individual styles to be discussed in a group context use a range of learning and assessment strategies providing learner choice within the curriculum give opportunities for students to maintain a positive self concept by providing opportunities for all students to affirm and use their previous experiences within the curriculum use a range of registers, language styles and vocabularies in different media to model communication practices which include rather than exclude respect and build on diverse prior learning experiences and future aspirations, values and goals specify assumed knowledge and skills and make provision for students to access these respect, value and make provision for different kinds of student participation.

 

Quality 3 A graduate...is an effective problem solver, capable of applying logical, critical, and creative thinking to a range of problems.
Indicators gather, evaluate and deploy relevant information to assist problem solving – ie analysis and synthesis define researchable questions in the discipline or professional area apply strategies to conceptualise problems and formulate a range of solutions.	Inclusivity indicators use analysis and synthesis techniques which are relevant to particular social and cultural contexts define and analyse researchable questions from a range of social and cultural perspectives and positions of interest recognise the cultural and social embeddedness of problems with respect to both their conceptualisation and solution.	Educational strategies provide examples of ways of framing and solving problems from other cultures or knowledge paradigms demonstrate alternative methods of solving problems which arrive at similar solutions provide a range of problem situations which arise from the range of circumstances experienced by students encourage different styles of thinking, problem solving and group participation and ask for individual and/or group analysis of the effectiveness of these styles employ the diversity of the class as an educational resource provide opportunities for students to demonstrate their learning in a variety of ways, including modes which have been particularly encouraged and developed in other cultural environments.

 

Quality 4 A graduate...can work both autonomously and collaboratively as a professional.
Indicators work in a self directed way use logical and rational argument to persuade others, to negotiate with others work collaboratively with different groups, identify the needs of others and build positive relationships work in a team (cooperate with all team members, share ideas, forgo personal recognition, negotiate solutions when opinions differ, resolve conflict, recognise strengths of other team members, share responsibility, convey a shared vision for the team, display a commitment to make the team function effectively).	Inclusivity indicators recognise that self direction may involve fundamental differences in approach for individuals from different groups be aware of the social and cultural factors in constructing arguments and negotiating with others work collaboratively in groups which comprise members form varying social and cultural backgrounds work in teams which comprise members from varying social and cultural backgrounds.	Educational strategies as a part of involving students in group work, encourage shared responsibility and the recognition and value of differences in opinion and methodology encourage both formal and informal collaborative work among students, including peer tutoring or mentoring provide opportunities for students to play different roles in groups and teams encourage analysis and appraisal of the effectiveness of the group process.

 

Quality 5 A graduate...is committed to ethical action and social responsibility as a professional and as a citizen.
Indicators demonstrate a commitment to personal ethical actions within professional contexts define social aspects of a particular technology (political, economic, legislative, sociological, environmental etc) appreciate the impact of social change, the political decision-making process and economic imperatives of business and industry recognise social justice issues relevant to the discipline and professional area appreciate the importance of sustainable development demonstrate responsibility to the community – be aware of safety, efficiency, innovation, cost-effectiveness.	Inclusivity indicators demonstrate a personal ethical position which includes the recognition and valuing of social and cultural diversity contextualise the social and cultural origins of technologies and demonstrate their differential impact on particular groups in society demonstrate any links between 'value-free' and 'merit-based' decision making and social inequality consider the dynamic relationship between construction of privilege/disadvantage and the ability of discipline knowledge to perpetuate/dismantle social inequality recognise the social and cultural issues associated with environmental sustainability demonstrate the social and cultural dimensions of community responsibility.	Educational strategies consider how concepts of social justice might apply in areas of the curriculum provide opportunities to analyse the impact of new knowledge or discovery in relation to employing such knowledge in socially responsible ways provide opportunities for students to analyse what it means to be ethical in relation to using knowledge in their discipline or professional area provide examples from the field of unethical and/or socially irresponsible action analyse the process by which unethical and/or socially irresponsible actions from within the field have occurred include within the program a range of perspectives which value international, multicultural, gender and indigenous viewpoints provide opportunities for students to role-play other views and perspectives set assignments which provide opportunities to make social, ethical and environmental connections between the program content and the local, global or professional community recognise and challenge the power of a curriculum to produce and maintain social inequality use applications which demonstrate the actual and potential social benefits of the discipline provide contexts in which professional issues are explored for their social, moral, political and economic implications specify a variety of teaching, learning and assessment practices which are appropriate to the needs of the discipline and the profession and which acknowledge student diversity take account of diverse values, goals and experiences.

 

Quality 6 A graduate...communicates effectively in professional practice and as a member of the community.
Indicators demonstrate oral, written, mathematical and visual literacies as appropriate to the discipline or professional area display sensitivity to their audience in organising and presenting ideas communicate appropriately with professional colleagues and the public.	Inclusivity indicators demonstrate an understanding of the links between literacies, and social and cultural experience demonstrate an understanding of relevant social, cultural and interpersonal communication issues in socially and culturally diverse audiences understand and value forms of communication from less dominant groups.	Educational strategies give opportunities to interact with and report to a diverse range of audiences and be able to analyse appropriateness from the viewpoint of an audience give opportunities to construct and use knowledge according to the varieties of audience that a professional in the field would need to address provide examples and analysis of communicating complex issues and problems which reflect a variety of perspectives provide examples and analysis of failures in communicating complex issues and problems provide opportunities and resources to enable all students to develop the language skills required for the program pay explicit attention within the class to human relations aspects of communication.

 

Quality 7 A graduate...demonstrates an international perspective as a professional and as a citizen.
Indicators display an ability to think globally and consider issues from a variety of perspectives demonstrate an awareness of their own culture and its perspectives and other cultures and their perspectives appreciate the relation between their field of study locally and professional traditions elsewhere recognise intercultural issues relevant to their professional practice appreciate the importance of multicultural diversity to professional practice and citizenship appreciate the complex and interacting factors that contribute to notions of culture and cultural relationships value diversity of language and culture appreciate and demonstrate the capacity to apply international standards and practices within the discipline or professional area demonstrate awareness of the implications of local decisions and actions for international communities and of international decisions and actions for local communities.	Inclusivity indicators demonstrate a global understanding of issues which involve considerations relevant to particular social groups such as women and indigenous people appreciate the similarities and differences between their own and others' constructions of social, economic and cultural aspects of community and citizenship appreciate the importance of historical and socioeconomic contexts in the articulation and valuing of professional practices locally and elsewhere seek out and identify a range of cultural expectations and interpretations relevant to their professional practice appreciate the intersecting and sometimes conflicting value positions of multicultural Australia in professional practice appreciate the complex interplay of language, history and cultural institutions that operate within and between cultures understand the social issues associated with particular cultural and international contexts critique international standards and practices within the notions of best practice of a profession demonstrate an awareness of the complexity of decision making with respect to various sub-groups within an international context.	Educational strategies identify examples of the various value positions in multicultural Australia and their implications for the field or profession search out scholarship in the area from other cultures and provide opportunities for analysis of this scholarship against cultural values and standards compare social practices between cultural groups analyse from a range of cultural perspectives the issues, methodologies and solutions associated with current areas of debate within the discipline examine ways in which particular cultural interpretations of social, scientific or technological applications of knowledge may include or exclude, advantage or disadvantage people from different cultural groups compare and contrast approaches to cultural pluralism in different nations and their implications for citizens and for professional practice in their discipline.

 

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