Thursday 18th November 2021
Diversity, equity, inclusion & belonging (DEIB) has been an important topic for educators across the globe for some years now. However, the distance created between students and educators during remote learning revealed the many inequities of virtual classrooms and the lack of diversity of curriculum content. Whilst it can be useful for educators to recycle lesson content from previous years, it also creates less opportunity for more varied taught material. Now more than ever, it is vital for educators to understand how their students feel about lesson content and how reflective it is of the diverse and multicultural society in which they live. A recent study by the Institute of Education found that an ‘inclusive curriculum’ which presents a diverse range of perspectives and voices across course content is essential to enhancing student sense of belonging. Failure to offer diverse content could alienate groups of students ‘thus impeding their developing sense of identity’.
Whilst the classroom setting is often a common ground for students who share many differences, the Covid pandemic created further separation and highlighted the numerous disparities existing in a single student group. When speaking to Gedit about studying remotely, a Grade 10 student revealed that it became more difficult to digest English Literature content that ‘was so different to what I was exposed to in my home setting’. The Institute of Education also highlights the importance of considering historical and cultural content when preparing lessons. Not being able to contextualize course content can be detrimental to the understanding and academic vitality of underrepresented students whose personal and academic lives quickly drift further apart. Whilst both educators and students experienced significant detachment from the school setting during remote learning, educators will now be responsible for the output of diverse and inclusive learning materials and content. Additionally, a solid infrastructure for communication will need to underpin teaching to support educators and students equally and create strong feedback loops that help to adapt teaching and enhance learning.
Research conducted by Gedit found that during the pandemic, many students felt it was easier to communicate with teachers via Google Classroom or Zoom chats. This emphasises a need for digital platforms that support teachers in better understanding how their students feel about taught materials, lesson structure and supplementary resources. Regular check-ins via survey questions or instant messaging, as suggested by Nearpod and Panorama, create more transparency and allow for greater collaboration around the construction of lesson content. Ultimately, it is vital for students to be able to express their views on DEIB in the classroom so educators can inform teaching and ensure a classroom environment that resonates with everyone. The success of DEIB toolkits and resources utilised in schools indicate that there is already a solid foundation of content which could address the concerns students may have. By tailoring class content to be reflective of different backgrounds, lives and experiences, educators will enhance the relevance of content thus creating more inclusive and equitable classrooms.
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