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Program of today

Awareness and Inclusion: Towards the institutionalisation of SiS Catalyst activities March 4 , 2014. Program of today. Narratives from a children’s activity Locally defined minorities Inclusive Excellence Lunch Self-assesment Planning workshop Reflections and conference wrap -up.

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Program of today

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  1. Awareness and Inclusion:Towards the institutionalisation of SiS Catalyst activitiesMarch 4, 2014

  2. Program of today • Narrativesfrom a children’sactivity • Locallydefinedminorities • Inclusive Excellence • Lunch • Self-assesment • Planning workshop • Reflectionsand conference wrap-up

  3. Set-up • Diversity: the challenge of our time • LDM infographic • LDM and policymaking in HE • Children’sactivities • Socialinclusionandinclusive excellence

  4. Diversity in HE: The challenge of our time • Why focus on diversity in HE? • Demographic shifts (super diverse cities for example) • Current and future demands (aging population: workforce) • Economic urgency (knowledge-based economies in global contexts) • Academic advantages (such as critical thinking) • Social justice (social inclusion: access and mobility) • But the young change agents on Sunday told us: “It’s not heading in the right direction despite of all the work that is done”, hence the need for more effort: HOW?

  5. Locallydefinedminorities (LDM) in highereducation

  6. Locallydefinedminorities (LDM) • Best used together with ‘under-representation’ • The term ‘under-represented students’ refers to students who belong to social groups in society that are less likely to attend (and achieve at) higher education. • More often than not these students belong to social groups that are locally considered minorities, based on: • Gender, class, ethnicity/race, impairment, and so on.

  7. Locallydefinedminorities (LDM) • Not all LDM groups are necessarily under-represented in HE, though most are. • Also, majority and minority groups in society are not determined by numbers per se, but by power relationships that determine access to resources in society(example female students in HE). • These groups may shift in time/space.

  8. Multiple LDM positions • Children and youth (people) with LDM backgrounds rarely have one LDM position. • The intersection of multiple LDM positions considerably worsens their situation. • These children and young people have to overcome numerous social barriers to access and complete higher education successfully (and to enter the labour market).

  9. Benefits andimplications: policy-making • From a policy perspective this all means that one has to reflect on who are considered minorities in given localities and historicperiods. • Frequent evaluations and collection on data on who students from LDM backgrounds that are underrepresented in higher education are, and their unique needs and strengths, are key!

  10. The results from such evaluations will provide ample opportunities to develop more effective policies and, accordingly, implement interventions that are more precise, focussed and intentional. • Undertaking policy and practices that truly impact LDM inclusion and success on all levels is highly complex. • Hence, it requires commitment on many levels, most importantly “staying the course” and making real investments of resources and goodwill to achieve the desired goals.

  11. LDM andchildrenactivitieswithinSiS? • Increase pathways to HE • Societal actors (change agents) • Reciprocal impact: • projects HE institution Focus on LDM?

  12. Question • How can children activities focus more on including students with LDM backgrounds?

  13. Socialinclusion is notenough • Thinking and acting merely from a social inclusion perspective will perhaps increase participation (and perhaps enrolment in HE later in life), but without further intervention this focus will not result in the successful participation of LDM students. • Lack of a sense of belonging.

  14. Messages from our young change agents Teachers and practitioners: • REACH OUT and break down the barriers • Drop stereotypes, value differences, make use of them • Get to know them, ask open questions • Do not assume how to teach children based on stereotypes • Everybody deserves high quality education • Meet their needs • Show children that all opportunities are open to them

  15. To other youth on being a change agent: • Fight internal discrimination/ brainwash yourself: define yourself, claim that space. • Be ‘the butterfly effect’/ be a rolemodel… Toall of us: Be the interruptors of the cycle! gfsffga

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