Transcending Other: A multifaceted approach to diversity and inclusion

Abstract

In recent years there has been a marked increase in students studying art and design at UK universities, which forms part of a wider pattern of increased participation among students from ethnically and culturally diverse backgrounds. Despite these demographic changes, arts curricula have evolved very little. As Bourdieu argues, the perpetuation of social inequalities exists at the intersection between art, culture and power. This occurs both in the creative industries and in arts higher education.

Critical pedagogy plays a vital role in supporting inclusive teaching practice by ensuring that contextual content and artefacts used as teaching resources are drawn from a variety of sources, beyond the Eurocentric. Critical pedagogical approaches acknowledge that certain types of art are privileged, while others are excluded or dismissed, which can impact on student engagement and attainment.