Diversity and Inclusion in Teaching and Learning

Overview

Inclusive education is vital for serving the needs of all students, regardless of background or identity (Opertti, Brady and Duncombe, 2009). Students have the right to be provided equal opportunity to learn, and to demonstrate their skills and knowledge irrespective of their backgrounds and abilities (UN, 2024).

At the Faculty of Architecture, Building and Planning (ABP), we are committed to supporting student excellence and empowering the future generation of built environment professionals so they can thrive (ABP D&I Action Plan). To achieve this, we encourage inclusive teaching and learning practice and hope to shape a culture that values student diversity, embedding equity and inclusion in all we do.

We want to create a respectful environment, one that safeguards everyone's right to equality and non-discrimination. We want to shape a safe and welcoming environment, encouraging students to freely discuss any particular learning requirements or supports that they need.

This set of Teaching and Learning Web Resources provide ABP staff with information about diversity and inclusion issues and concerns related to teaching and learning. Communicated through several scenario-based stories, we raise key reflective questions as well as a set of resources and policies related to each issue. This project has been led by A/Prof Derlie Mateo-Babiano (Asst Dean (Diversity & Inclusion), with contributions from BEL+T and ABP staff and students. The guidance will be further extended by BEL+T with a focus on teaching practices in coming months.

Click here for more information about Diversity and Inclusion at ABP, and access The Faculty's D&I Action Plan here.

Disability Inclusion

Students with disability, as defined in the Disability Discrimination Act 1992, includes physical, mental or medical impairments or other conditions that require ongoing support or study adjustments. Students can experience a range of impairments to vision, hearing, mobility, or to sensory, social or cognitive processing. When confronted with disabling environments or structures, students then experience disability (Brabazon, 2015). The Disability Inclusion Action Plan 2023-2026 conveys the university's renewed commitment to disability inclusion by implementing foundational actions to support  improved access and inclusion for its students and staff with disability.

Scenario 1

In a subject that you coordinate, there is an enrolled student who is neurodiverse or has an Academic Adjustment Plan (AAP) for neurodiversity. They are experiencing difficulty concentrating during face-to-face learning activities. The student has an AAP in place for remote participation, which provides an alternative mode of engagement for them. However, the University is encouraging in-person learning for all students. What should you and your teaching colleagues consider to best respond to the needs of the student?

Scenario 2

As the subject coordinator, you notice that one student has been taking the same subject for several years and is failing each time. When you speak with their tutor, the tutor shares observations of the student working very hard in class. The tutor also notices that while asking if instructions are clear, the student does not speak up and struggles to follow the class activity. Eventually, by building trust, the student confides in their tutor about having a disability. They experience sensory impairment, which makes it difficult for them to participate in face-to-face interaction. You then confirm that the student does not have an AAP, but you believe they could benefit from one. What should you and your teaching colleagues consider to best respond to the needs of the student?

Scenario 3

In a subject that you coordinate, one student who has dyslexia experiences difficulties reading text. One of the assessment tasks requires that students submit written essays. As this requirement is very difficult for the student to complete, they approach you to request support. Specifically, they ask you if they can submit an alternative assessment format, one that is not written. What should you and your teaching colleagues consider to best respond to the needs of the student?

Scenario 4

In a subject that you coordinate, there is a student with dyslexia who experiences difficulties reading text. One of the assessment tasks requires students to submit written essays. This requirement is very challenging for the student, so they approach you to request support. Specifically, they ask if they can submit an alternative assessment format that is not written. What should you and your teaching colleagues consider to best respond to the needs of the student?

Scenario 5

In a tutorial that you lead, an international student frequently has unexpected absences. When they attend, they tend to isolate themselves from others. The student appears to struggle with following complicated instructions and directions, and their behavior can be perceived as anxious or stressed. You start to wonder if the student might be neurodiverse or suffering from a mental illness. However, you are aware that cultural taboos or stigmas around these disabilities might prevent international students from seeking help. What should you and your teaching colleagues consider to best respond to the intersectional needs of the student?

Relevant Things to Consider

Cultural Inclusion

According to Wlodowski and Ginsberg (1995), culturally responsive teaching occurs when "there is respect for the backgrounds and circumstances of students regardless of individual status and power, and when there is a design for learning that embraces the range of needs, interests, and orientations in a classroom." Academic staff play a vital role in creating an inclusive learning community in which all learners have a recognised and valued identity (Hoekje and Stevens, 2017). For more on culturally inclusive teaching, refer to BEL+T's dedicated page.

Scenario 1

During a tutorial discussion, you notice that students for whom English is an additional language are using their mobile devices to translate the reading materials into their first language. Other students begin discussing the reading material in their native tongue. To encourage interaction, you pair these students with students for whom English is their first language. However, you observe that the pairs are having difficulty interacting with each other. What should you and your teaching colleagues consider to best respond to the needs of the students?

Scenario 2

In a subject that you coordinate, students are required to give a presentation about the historical context of a city. One student presents information that is culturally insensitive and inappropriate. You are uncertain whether this was intentional or unintentional. What should you and your teaching colleagues consider to best respond to these situations?

Scenario 3

After teaching for several years in an overseas academic context, you have recently moved to Australia. The teaching and learning environment in Australia differs from your country of origin, and there is a much more diverse student cohort. In your previous environment, students generally regarded you as an authority and valued your expertise in the subject matter. However, in Australia, a larger number of students see you as a facilitator, organiser and friendly critic who encourages learner autonomy. How might you best approach teaching to accommodate the various student perceptions of your role?

Scenario 4

In a subject that you coordinate, where students are meant to learn about First Nations peoples and, particularly, the culture of Indigenous Australians, a student with an international background queries why they must study Indigenous Australian culture when there are many indigenous groups around the world. How might you and your teaching colleagues respond to such a question?

Relevant Things to Consider

Indigenous Inclusion

Cultural Inclusion

Age Inclusion

"No matter the age, students’ stories are valid, important, and can contribute to the conversation" (Murphy, 2015).

Ageism is common in modern society. Ageism is the prejudice, discrimination and stereotyping of people based solely on their age, old or young. According to Murphy (2015), ageism should be paid critical attention to not just within the classroom but within teaching practices. Research in higher education has considered how to teach students about ageism, but there is also a need to discuss about how to reduce ageism inside the classroom. Ageism should not focus solely on old(er) individuals, as both young(er) and old(er) students can experience ageism; thus, we need to consider our entire student population as susceptible (Murphy, 2015).

Scenario 1

In a subject that you coordinate, students range in age from young to middle-aged and mature-aged. You observe that during discussions, the middle-aged students, who have professional experience, typically lead the conversation. Some younger students are content with this, believing they can learn from their more experienced peers. However, other younger students feel they are not able to properly express their ideas or that they are not given equal opportunities to participate in the discussion. What should you and your teaching colleagues consider to best respond to the needs of all the students?

Scenario 2

Upon arriving on the first day of teaching a design studio subject and observing an older student, you catch yourself thinking, "Oh good, she'll be more engaged and capable in class because she's older." Recognising this as an ageist perception, what should you and your teaching colleagues do to overcome such biased thinking?

Relevant Things to Consider

Gender Inclusion

Gender equality in education requires an approach that ensures that all students, regardless of gender identity "not only gain access to and complete education cycles but are empowered equally in and through education" (UNESCO, 2023). Teaching and learning environments should be physically appropriate for, and welcoming, to anyone regardless of their gender identity (Mott, 2022). The University's Gender Equality Action Plan (GEAP) embeds diversity and inclusion principles by ensuring the integration of gender equity initiatives, such as Athena Swan and the Respect Action Plan, to shape an enduring and widespread cultural change. By placing an intersectional approach at the forefront, the University acknowledges the compounding and complex impact of intersectionality on the experience, opportunities and challenges faced by both students and staff of diverse social identities and backgrounds.

Scenario 1

In a tutorial you lead, a female student requests to be excused from class to find a place to nurse her baby. What should you and your teaching colleagues consider to best respond to the needs of the student?

Scenario 2

Ms. B is a tutor with over 10 years of teaching experience. She has recently moved to Australia and applied for a tutoring job at the University for several subjects. While her subject coordinators generally adhere to the F-11 – Gender diversity and inclusion in sessional teaching guidelines when selecting their teaching and learning team, Ms. B often finds herself working with predominantly male colleagues in the larger subjects. What kind of measures might Ms. B consider to best respond to these situations?

Scenario 3

In an architecture subject you coordinate, students are learning about famous architects and their works. During a discussion in the lecture theatre, a student critiques what they see as a noticeable lack of diversity in the architects and architectural case studies being introduced. How might you and your teaching colleagues respond to such a criticism?

Relevant Things to Consider

Resources

UNESCO (2023) What you need to know about how UNESCO advances education and gender equality. https://www.unesco.org/en/gender-equality/education/need-know

Matt, H. (2022) Gender equality in higher education: maximizing impacts. https://www.britishcouncil.org/sites/default/files/gender_equality_in_higher_education_executive_summary.pdf

LGBTQIA+ Inclusion

At the core of an LGBTQIA+ inclusive education, students should feel safe and happy with their identities and know they are represented and welcomed in their educational setting (Saggu, 2022). The University of Melbourne recognises the richness diversity brings and pride ourselves on fostering and promoting a diverse and inclusive learning and working environment free from discrimination, harassment, vilification or victimisation based on sexual orientation, sexuality, or gender identity. According to LGBTIQA+ Inclusion Action Plan 2023 - 2026, it is one of the university goals that LGBTIQA+ students are empowered to succeed through inclusive teaching, learning and support services.

Scenario 1

In a tutorial you lead, there are a few students who lead and dominate the discussions. Sometimes these group of students become quite loud. You notice that a student suddenly becomes very quiet when the discussion focuses on "queering the city" and gendered public spaces, as the group of loud students start to joke about "gay spaces". You notice other students becoming quite uncomfortable about the situation. How might you and your teaching colleagues best respond to this situation?

Scenario 2

In a tutorial you lead, there is a small group of students who dominate the discussions. At times, this group becomes quite loud. You observe that one student becomes noticeably quiet when the discussion turns to "queering the city" and gendered public spaces, especially as the louder group of students start joking about "gay spaces." This change in atmosphere also appears to make other students uncomfortable. How might you and your teaching colleagues best respond to this situation?

Scenario 3

To facilitate a tutorial discussion, you incorporate LGBTQIA+ content into a presentation and reading. Aware of your own identity as LGBTQIA+, a group of students express their concern that you are attempting to push a specific agenda. What should you and your colleagues consider to best respond to this situation?

Scenario 4

As a teacher, you recognise the importance of using students' preferred pronouns and understand that you cannot assume each student's preferred pronouns. However, you are uncertain whether it is appropriate to ask all students to disclose their preferred pronouns. How might you and your colleagues best approach this challenge?

Relevant Things to Consider

Resources

Saggu, A. (2022) Why is LGBTQI+ inclusive education so important and what can be done? https://www.sddirect.org.uk/blog-article/why-lgbtqi-inclusive-education-so-important-and-what-can-be-done

Resources and support