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Diversifying the Social Policy Curriculum: A Collaborative Approach

Adewumi, Barbara, Mitton, Lavinia (2022) Diversifying the Social Policy Curriculum: A Collaborative Approach. Social Policy & Society, 21 (1). pp. 54-67. ISSN 1474-7464. E-ISSN 1475-3073. (doi:10.1017/S1474746421000506) (KAR id:91378)

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Abstract

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.

Item Type: Article
DOI/Identification number: 10.1017/S1474746421000506
Subjects: H Social Sciences > H Social Sciences (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LB Theory and practice of education > LB2361 Curriculum
Divisions: Divisions > Division for the Study of Law, Society and Social Justice > School of Social Policy, Sociology and Social Research
Depositing User: Lavinia Mitton
Date Deposited: 08 Nov 2021 08:46 UTC
Last Modified: 15 Nov 2022 12:27 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/91378 (The current URI for this page, for reference purposes)
Adewumi, Barbara: https://orcid.org/0000-0003-4134-8233
Mitton, Lavinia: https://orcid.org/0000-0002-7994-6135
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