Diversifying the Social Policy Curriculum

A Collaborative Approach

Datos Bibliográficos

ID12715744
AutoresBarbara Adewumi (0000-0003-4134-8233, University of Kent, autor de correspondencia), Lavinia Mitton (0000-0002-7994-6135, University of Kent)
Año2021
Volumen21
Número1
Páginas54-67
Fecha de publicación2021-10-21
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaSocial Policy and Society (JOURNAL)
Identificadores de la revistaISSN: 1474-7464 • E-ISSN: 1475-3073
EditorialCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s1474746421000506
OpenAlexW3209639494
IdiomaEN
Citas recibidas7
Referencias citadas21

This article offers a practical methodological ‘toolkit’ for creating more diverse reading lists for social policy teaching. It reports on the findings of the award-winning ‘Reading List Diversity Mark Project’, carried out at the University of Kent in 2018–20, which investigated how many Black, Asian and other ethnic minority authors were included on undergraduate reading lists. Through the application of critical race theory (CRT), we argue that inclusive curricula matter. We then analyse the reasons for the marginalisation of race and ethnicity in the social policy curriculum. A distinctive aspect of the project was the nature of our staff-student collaboration and we discuss how this shaped its design and outcomes. We argue that our approach could be implemented at other institutions and conclude with suggestions about how to achieve a more diverse social policy curriculum

Curriculum · Diversity (politics · Ethnic group · Pedagogy · Political science · Public relations · Race (biology · Reading (process · Sociology · Critical Race Theory in Education · Gender Studies · Innovative Teaching Methodologies in Social Sciences · Social Work Education and Practice