diversity

Self-Awareness

In these three videos, UNSW teachers talk about their backgrounds and their perceptions of teaching.

Video series - Self-awareness

UNSW has a diverse student population. It contains people from all 6 "equity groups" identified by the Higher Education Equity Support Program:

Teaching and learning in small groups provides opportunities for students to be more interactive than in settings such as large-group lectures. Generally the intention of small learning groups at UNSW is for students to

At UNSW we aim to help students find respectful and culturally inclusive ways of dealing with controversial issues . We expect that students will be able to recognise and think critically about various aspects of an argument, separating their own values, beliefs and emotions from their analysis and evaluation of an issue.

What constitutes good teaching and learning? Ask any member of staff, or any student, at UNSW, and they'll give you a different answer, influenced by their own culture and life experiences. For many, the educational environment at UNSW is a new and possibly challenging experience. Much of what we do is actually framed by tacit cultural rules about:

(The information on this page was adapted from "Using the right words: appropriate terminology for Indigenous Australian studies", in Teaching the Teachers: Indigenous Australian Studies for Primary Pre-Service Teacher Education, School of Teacher Education, University of New South Wales, 1996.)

The following features that are inherent in communication, the environment and people's expectations, make major contributions to effective inclusive practice in a culturally diverse community.

Communication

Environment

Expectations

Cultural diversity and the Guidelines on Learning

The UNSW Guidelines on Learning (a framework to inform teaching at UNSW) uphold the importance of embracing cultural diversity. They explicitly state the need to embrace different cultures and accommodate diverse educational backgrounds in the student body.

Guideline 8 reads: Acknowledge, value and draw on the diversity of students' experiences in learning and teaching approaches and activities.

The Cultural Diversity and Inclusive Practice (CDIP) toolkit has been obtained under licence from Flinders University The materials have been redeveloped for use by UNSW staff and students.

This toolkit is designed to support and monitor your own practices and identify areas of strength and areas for development. It is not a prescriptive, fixed set of practices, but a tool that you can use for self-reflection, or with small groups to facilitate discussions about:

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