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Embedding diversity in a university justice curriculum


Hayes, S and Carpenter, B and Rodgers, L, Embedding diversity in a university justice curriculum, The International Journal of Diversity in Education, 12, (2) pp. 103-122. ISSN 2327-0020 (2013) [Refereed Article]

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2013 the author(s)

DOI: doi:10.18848/2327-0020/CGP/v12i02/40044


This paper reports on an action-learning project conducted within the first year criminal justice curriculum in an Australian university. The project was initiated after an audit of first year units and student feedback revealed that there were gaps in the curriculum that possibly were disadvantaging certain groups of students, including mature, international, queer and disabled students, rendering them invisible. Official (university controlled student surveys and other feedback mechanisms) and anecdotal feedback found that at least some students in these groups felt disenfranchised; that is, unable to relate to either the subject mater, other students, or the university setting itself. As a school in which social justice provides the context for learning about criminal justice, first year subject coordinators as a group came to recognise the need for embedding diversity in the curriculum.

Item Details

Item Type:Refereed Article
Keywords:diversity, indigenous, race, ethnicity, higher education
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Humanities and social sciences curriculum and pedagogy (excl. economics, business and management)
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Higher education
UTAS Author:Rodgers, L (Dr Jess Rodgers)
ID Code:148886
Year Published:2013
Deposited By:Policing and Emergency Management
Deposited On:2022-02-17
Last Modified:2022-03-10

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