Pedagogy 2025
Abstract
Despite growing sector-wide commitments to equity, diversity, and inclusion (EDI), UK university curricula often remain shaped by Eurocentric perspectives, marginalising students from minoritised backgrounds and contributing to disparities in attainment. This paper presents the Inclusive Curriculum Evaluation (ICE) project, a multi-year initiative at Bournemouth University designed to address structural inequalities through student-led curriculum evaluation. By embedding inclusivity within academic review and positioning students as paid partners, ICE offered a model of co-creation that challenged traditional hierarchies and catalysed cultural change. Drawing on theories of institutional whiteness, intersectionality, and inclusive pedagogy, the project empowered students to evaluate teaching materials, classroom practices, and learning environments for inclusivity. Staff were encouraged to reflect on feedback and commit to changes, with many adopting more representative reading lists and inclusive teaching strategies. ICE evolved iteratively, incorporating student mentoring, structured templates, and skills-based training, and became embedded in institutional processes, including peer review and staff development. Findings suggest that ICE fostered meaningful pedagogical transformation, enhanced student voice, and contributed to a more inclusive academic culture. Though the Ethnicity Degree Awarding Gap (EDAG) remains, qualitative evidence demonstrates the project’s impact on staff understanding, student experience, and curriculum design. The paper argues for ICE as both a substantive and symbolic intervention that redefines inclusivity as a shared responsibility. With future expansion planned to address other dimensions of disadvantage, ICE offers a transferable model for sector-wide transformation and a compelling case for inclusive, intersectional, and student-centred curriculum reform.
Dr Keith D. Parry is an internationally recognised scholar whose research explores inclusion, equity, and belonging across sport and education. A Senior Fellow of the HEA, he leads innovative projects such as the Inclusive Curriculum Evaluation (ICE), transforming learning and teaching practice. His work informs policy on safeguarding, concussion, and online gender-based violence. Keith champions student-centred, inclusive education that supports diverse learners, embeds critical thinking, and drives positive institutional and societal change through evidence-led teaching and leadership.
Ann Barnes is an Access and Participation Analyst at Bournemouth University dedicated to advancing equity in higher education. She specialises in using data to identify barriers and inform strategies and interventions that support underrepresented student groups. Ann works collaboratively to drive institutional change through evidence-based insights. Her work focuses on improving access, retention, and success outcomes, contributing to a more inclusive academic environment. Ann has been instrumental in delivering and evaluating the impact of the Inclusive Curriculum Evaluation (ICE) project since it started in 2021.
Rebekah Kerslake is a dedicated Project Co-Ordinator at Bournemouth University, delivering projects which advance equity in higher education. Rebekah plays a key role in managing and assuring the delivery of projects and interventions designed to address barriers and improve outcomes for underrepresented student groups. Rebekah has been fundamental to both delivering the Inclusive Curriculum Evaluation (ICE) project, and to maximising its impact through the insights gained.
Dr Parisa Gilani is a scholar, researcher and educator specialising in leadership, leadership development and its evaluation. Her expertise lies in inclusive leadership practices across diverse sectors including sports, creative industries and stereotypically male-dominated fields. Dr Gilani bridges theory and practice, offering nuanced insights into how leadership operates in complex contexts both within the UK and internationally Her research explores the intersection of identity, organisational culture and leadership, with a focus on fostering environments that value diversity and inclusion. As a Senior Fellow of the HEA and as an experienced programme leader at both undergraduate and postgraduate level she seeks create spaces where learners feel seen, valued and respected, cultivating a sense of belonging.
1:30 pm - 3:00 pm
Thursday 20th November, 2025