Towards a Disruptive Pedagogy in Higher Education: Fostering Inclusivity and Empowering Students of Colour
Kevin J Brazant, 22 November 2023
Introduction
The "degree awarding gap" in higher education generally refers to disparities in the attainment of degree classifications or grades among different demographic groups. These demographic groups may be defined by factors such as race, ethnicity, gender, socioeconomic background, or other characteristics.
The degree awarding gap highlights variations in the likelihood of students from different groups achieving higher degree classifications, such as first-class honours or upper-second-class honours. Disparities in academic outcomes can result from a range of factors, including variations in educational experiences, support systems, and institutional practices.
Efforts to address the degree awarding gap often involve examining and addressing systemic inequalities within educational institutions. This may include implementing inclusive teaching practices, providing additional support for students from underrepresented groups, and working to create an equitable learning environment.
Higher education is a dynamic field that constantly evolves to meet the diverse needs of students. As part of this evolution, educators and institutions are increasingly recognising the importance of disruptive pedagogy. Disruptive pedagogy challenges traditional teaching methods and fosters an inclusive, equitable, and empowering learning environment for all students, with a particular emphasis on benefiting students of colour and marginalised students.
What is Disruptive Pedagogy?
Disruptive pedagogy is an approach to teaching and learning that seeks to challenge and transform traditional educational practices. This approach has potential for fostering the values and behaviours that help prepare students build a more equitable society. It encourages instructors to rethink how they teach and how students learn, with a focus on equity, diversity, and inclusion. The key principles of disruptive pedagogy include:
Student-Centered Learning: Prioritise students' voices, experiences, and identities in the learning process. Encourage active participation and co-creation of knowledge.
Inclusivity: Create an environment that values diversity and promotes cultural responsiveness, making all students feel welcomed and respected.
Critical Thinking: Promote critical inquiry, where students question assumptions, challenge the status quo, and engage in critical dialogue.
Flexible Learning Environments: Incorporate various teaching modalities, including online and blended learning, to accommodate diverse learning styles and preferences.
Empowerment: Empower students to take ownership of their learning journey, fostering self-efficacy and autonomy.
The Importance of Disruptive Pedagogy in Higher Education
Disruptive pedagogy is essential in higher education for several reasons, particularly for students of colour and marginalised students:
Addressing Inequity: Disruptive pedagogy challenges existing systemic inequalities and biases, striving to level the educational playing field and can be achieved through campus-based projects and initiatives.
Inclusive Learning: It promotes an inclusive environment where students from diverse backgrounds can thrive, interact, and learn collaboratively. This can be achieved through how we design our curriculums, assessment and feedback processes and facilitate learning.
Improved Engagement: Engaging and relevant teaching methods can motivate students, increasing their participation and overall engagement. This can include experimental pedagogies and approaches to teaching and learning such as using Project- and Work-based Learning or rhizomatic learning approaches.
Enhanced Critical Thinking: Encourages students to think critically, analyse various perspectives, and develop a deeper understanding of complex issues within their curriculum context.
Empowerment: Empowers students to become active learners, advocating for themselves and their educational needs through processes such as student representation and peer learning initiatives.
See an example of infographic posters illustrating the journey towards a disruptive pedagogy:
Further details of the project will be available in the forthcoming 'Race' and Socially Engaged Research 2023 working paper, found here: Disrupting the Discourse: towards a disruptive pedagogy. An infographic illustrating the application of Critical Race Theory for reflecting on learning and teaching in higher education.
If you would like to join this disruptive community, you can express your interest by signing up here.
Recommendations to Improve Outcomes for Students of Colour and Marginalised Students
To make disruptive pedagogy effective and beneficial for students of colour, consider implementing the following recommendations:
Culturally Responsive Curriculum: Develop a curriculum that reflects diverse perspectives and cultures, allowing students to connect with the subject matter on a personal level.
Faculty Training: Provide training for educators to raise awareness about bias, privilege, and inclusivity, enabling them to create equitable learning environments.
Diverse Faculty Representation: Promote diversity in hiring faculty members to serve as role models and mentors for underrepresented students.
Affinity Groups and Support Services: Create safe spaces, such as affinity groups, counselling, and support services, where students can find a sense of belonging and community.
Active Learning Techniques: Utilise active learning strategies that foster collaboration, problem-solving, and engagement, such as group projects, case studies, and flipped classrooms.
Assessment Redesign: Rethink assessment methods to ensure they are culturally fair and relevant to diverse student populations.
Open and Honest Dialogue: Encourage open conversations about race, ethnicity, and identity, promoting understanding and empathy among students.
Mentorship Programs: Establish mentorship initiatives that pair Black and marginalised students with mentors who can provide guidance and support.
Resource Accessibility: Ensure access to necessary resources, including technology, textbooks, and financial aid, to remove barriers to success.
Feedback Loops: Implement feedback mechanisms to continuously assess the effectiveness of disruptive pedagogy, making necessary adjustments to better meet the needs that are culturally appropriate for students of colour.
Conclusion
Disruptive pedagogy is a transformative approach that has the potential to improve outcomes for all students, with a particular focus on benefiting students of colour and marginalised individuals in higher education. By adopting these recommendations and fostering a culture of inclusivity and equity, institutions can create an environment that empowers students, promotes critical thinking, and prepares them for success in an increasingly diverse and interconnected world.
Written by Kevin J Brazant
Institution
London College of Communication, University of the Arts London (UAL)
About
Kevin J Brazant MALTHE, JNC, SFHEA, UTF CeLP is a Project Manager for Progression and Attainment at the University of the Arts London (UAL), providing leadership and advice to course programme directors on curriculum development, progression and critical data sets to support at-risk students.
Awards and achievements include receiving Leading Practitioner status in Learning Development, a University Teaching Fellowship and a Senior Fellowship in recognition of his work to advance Social Justice through Education.
He is the author of the coaching course Daddy CPR® and, along with his storytelling of the black male experience, particularly around fatherhood in the UK, he has been featured in media such as BBC 1Xtra, Look Magazine, The Evening Standard and Radio 4's Woman's Hour, to name a few. His research interests include using disruptive pedagogies to eradicate the UK degree awarding gap; decolonisation; and applying content creation as part of Critical Pedagogies. He currently leads the research project, 'Disrupt the Discourse: The Culture Decoded'®, a co-creation initiative between staff and students in integrating anti-racism, decolonising curriculum and disruptive pedagogies through academic development. He is also an independent consultant and speaker on improving the continuation, progression and attainment rates of students in Higher Education.
As a social commentator and content creator, he provides a platform called Lounge Akademics™ for fun, informative content. He has intimate sit-downs with educational influencers exploring the culture, ranging from dating and relationships to modern science and entrepreneurship.
Contact Details and Social Media
Twitter: @kjbloungetalks
LinkedIn: linkedin.com/in/kevinbrazant
Link Tree: linktr.ee/loungeakademics
Email: loungeakademic@gmail.com for speaking engagements, or k.brazant@lcc.arts.ac.uk for PhD and Education research interests
Edited by the Anti-Racism Working Group. If you have any questions pertaining to the editing or editor of this piece, please contact us at antiracismworkinggroup@gmail.com.