The Learnt Curriculum: Adapting Culturally Sensitive Curricula Scales to Develop a Module Level Curriculum Toolkit

Book chapter


Ball, C., Turner, I. and Siddiqui, Y. 2024. The Learnt Curriculum: Adapting Culturally Sensitive Curricula Scales to Develop a Module Level Curriculum Toolkit. in: Thomas, D.S.P. and Quinlan, K.M. (ed.) Culturally Sensitive Curricula Scales: Researching, Evaluating and Enhancing Higher Education Curricula Springer/ Palgrave Macmillan. pp. 137-152
AuthorsBall, C., Turner, I. and Siddiqui, Y.
EditorsThomas, D.S.P. and Quinlan, K.M.
Abstract

Efforts to diversify and decolonise higher education have gained momentum in recent years, aiming to address racial and systemic inequities. However, marginalised perspectives often remain marginalised in curricula, affecting the engagement and success of minoritised students. The lack of diversity among faculty further compounds the issue, influencing teaching content and perpetuating non-inclusive curricula. Meaningful change necessitates ongoing re-evaluation through critical and intersectional lenses, involving self-reflection to uncover biases and transform teaching practices. Assessing curricular initiatives is vital for guiding progress, and Thomas and Quinlan’s (Widening Particip Lifelong Learn 23:37–47, 2021) Culturally Sensitive Curriculum Scales (CSCS) offer a framework to assess and enhance cultural inclusion. The original CSCS framework assesses curriculum on four dimensions: diversity, positive portrayals, challenging power, and inclusive engagement. This case study detailing a pilot project at the University of Derby explores the application of CSCS to analyse student assessments in a science communication module. The study demonstrates increased instances of culturally sensitive keywords in student work, highlighting the impact of curriculum adjustments on awareness of diversity and systemic barriers. While limitations exist, the CSCS toolkit shows potential to enhance cultural inclusivity in higher education pedagogy, encouraging critical engagement with diversity issues. Recommendations include expanding studies, developing guidelines, and exploring long-term impacts.

KeywordsCulturally Sensitive Curriculum; culturally responsive pedagogy; Curriculum evaluation; Inclusive curriculum; Cultural awareness; Module-level adaptation; Science Communication; Reflective teaching
Page range137-152
Year2024
Book title Culturally Sensitive Curricula Scales: Researching, Evaluating and Enhancing Higher Education Curricula
PublisherSpringer/ Palgrave Macmillan
Edition1st
SeriesPalgrave Studies in Race, Inequality and Social Justice in Education
ISBN9783031576874
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-031-57688-1_8
Web address (URL)https://link.springer.com/chapter/10.1007/978-3-031-57688-1_8
File
License
All rights reserved (under embargo)
File Access Level
Open
Output statusPublished
Publication dates
Online15 Jun 2024
Publication process dates
Accepted02 Sep 2023
Deposited20 Jun 2024
Permalink -

https://repository.derby.ac.uk/item/q6y1v/the-learnt-curriculum-adapting-culturally-sensitive-curricula-scales-to-develop-a-module-level-curriculum-toolkit

Restricted files

File

  • 32
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

Promoting students’ interest through culturally sensitive curricula in higher education
Quinlan, K. M., Thomas, D. S. P., Hayton, A., Astley, J., Blackwood, L., Daramay, F. K., Duffin, M., Haider, M. A., Husbands. D., Joiner, R., Kay, H., Mosoeunyane, M., Turner, I., Walsh, C. and West, D. 2023. Promoting students’ interest through culturally sensitive curricula in higher education. Higher Education. (86), pp. 1-21. https://doi.org/10.1007/s10734-023-01172-z
Enrichment of Forensic Science Employability Skills through a Turing Placement Opportunity in Brazil
Turner, I. and Belchior de Andrade, A. 2023. Enrichment of Forensic Science Employability Skills through a Turing Placement Opportunity in Brazil. Journal of Forensic Science Education. 5 (2), pp. 1-6.
# DryLabsRealScience: Redefining Practical Pedagogy Post-Pandemic
Francis, N., Smith, D. and Turner, I. 2023. # DryLabsRealScience: Redefining Practical Pedagogy Post-Pandemic. 17th International Conference of the Learning Sciences - ICLS 2023 . International Society of the Learning Sciences.
A Table-Top Role-Playing Game (TTRPG) for Developing Higher Education Employability Skills
Turner, I. and Robinson, L. 2023. A Table-Top Role-Playing Game (TTRPG) for Developing Higher Education Employability Skills. Innovative Practice in Higher Education. 5 (1), pp. 1-20.
Who stole the biscuits? A forensic science activity for the primary school science curriculum
Turner, I. 2023. Who stole the biscuits? A forensic science activity for the primary school science curriculum. Primary Science. 178, pp. 24-29.
How do I benefit from Open Access & Open Research
Limbert, H. and Caroline Ball 2022. How do I benefit from Open Access & Open Research. University of Derby.
Sustainable Design: Using Physical Prototypes to Most Benefit Design Students and Environment?
Sole, M., Baber, P. and Turner, I. 2022. Sustainable Design: Using Physical Prototypes to Most Benefit Design Students and Environment? NordDesign2022. Norway 16 - 18 Aug 2022 The Design Society. https://doi.org/10.35199/norddesign2022.7
Practical approaches to delivering pandemic impacted laboratory teaching
Turner, I. J, Francis, N. J. and Smith, D. P. 2022. Practical approaches to delivering pandemic impacted laboratory teaching. in: Domenech, J. (ed.) 8th International Conference on Higher Education Advances (HEAd'22), 14 June 2022- 17 June 2022, Valencia, Spain. Valencia, Spain, Editorial Universitat Politécnica de Valéncia Universitat Politècnica de València. pp. 521-529
Role-play Games (RPGs) for Mental Health (Why Not?): Roll for Initiative
Baker, I., Turner, I. and Kotera, Y. 2022. Role-play Games (RPGs) for Mental Health (Why Not?): Roll for Initiative. International Journal of Mental Health and Addiction. pp. 1-9. https://doi.org/10.1007/s11469-022-00832-y
RemoteForensicCSI: Enriching teaching, training and learning through networking and timely CPD
Bolton-King, Rachel, S., Nichols-Drew, Leisa, J. and Turner, I. 2022. RemoteForensicCSI: Enriching teaching, training and learning through networking and timely CPD. Science & Justice. https://doi.org/10.1016/j.scijus.2022.01.004
Using Wikipedia to explore issues of systemic bias and symbolic annihilation in information sources
Ball, Caroline 2021. Using Wikipedia to explore issues of systemic bias and symbolic annihilation in information sources. in: Innovative Libraries.
Self-identification of electronically scanned signatures (ESS) and digitally constructed signatures (DCS)
Kazmierczyk, Zuzanna and Turner, Ian J. 2021. Self-identification of electronically scanned signatures (ESS) and digitally constructed signatures (DCS). Forensic Science Research.
Sharing SoTL findings with students: an intentional knowledge mobilization strategy
Maurer, Trent W., Woolmer, Cherie, Powell, Nichole L., Sisson, Carol, Snelling, Catherine, Stalheim, Odd Rune and Turner, Ian J. 2021. Sharing SoTL findings with students: an intentional knowledge mobilization strategy. Teaching and Learning Enquiry. 9 (1), pp. 333-348. https://doi.org/10.20343/teachlearninqu.9.1.22
Mechanical Engineering Design, Does the Past Hold the key to the Future?
Sole, Martin, Ian, Turner and Barber, Patrick 2021. Mechanical Engineering Design, Does the Past Hold the key to the Future? The Design Society.
Design Education - A Reversed Method to Fill and Information and Knowledge Gap Between Full-Time and Part-Time Students
Sole, Martin, Barber, Patrick and Ian, Turner 2021. Design Education - A Reversed Method to Fill and Information and Knowledge Gap Between Full-Time and Part-Time Students. The Design Society.
The Bacillus subtilis DnaD and DnaB Proteins Exhibit Different DNA Remodelling Activities
Carneiro, Maria J.V.M., Turner, Ian J., Allen, Stephanie, Roberts, Clive J. and Soultanas, Panos 2005. The Bacillus subtilis DnaD and DnaB Proteins Exhibit Different DNA Remodelling Activities. Journal of Molecular Biology. 351 (1), pp. 66-75. https://doi.org/10.1016/j.jmb.2005.05.065
Can playing table-top role-play games help children learn?
Morgan, L. and Turner, I. 2020. Can playing table-top role-play games help children learn? Primary Science. (15), p. 10.
Reshaping education. Part 1: Practical Thinking in a Pandemic
Stafford, P., Henri, D., Turner, I., Smith, D. and Francis, N. 2020. Reshaping education. Part 1: Practical Thinking in a Pandemic. Royal Society of Biology.
Assessment: The Game
Turner, I. 2020. Assessment: The Game. Advance HE.
WikiLiteracy: enhancing students' digital literacy with Wikipedia
Ball, Caroline 2019. WikiLiteracy: enhancing students' digital literacy with Wikipedia. Journal of Information Literacy. 13 (2), p. 253. https://doi.org/10.11645/13.2.2669
Wiki literacy: using Wikipedia as a teaching tool
Ball, Caroline and White, Jonathan 2019. Wiki literacy: using Wikipedia as a teaching tool. LILAC Conference.
Teaching intelligence: putting Wikipedia at the heart of a class.
Ball, Caroline 2019. Teaching intelligence: putting Wikipedia at the heart of a class. Times Higher Education.
Tabletop Gaming in Wildlife Conservation—‘Park Life’
Turner, I. and Robinson, L. 2019. Tabletop Gaming in Wildlife Conservation—‘Park Life’. in: James, A. and Nerantzi, C. (ed.) The Power of Play in Higher Education: Creativity in Tertiary Learning London Palgrave Macmillam. pp. 291–293
The Experimental Sciences
Turner, I. 2019. The Experimental Sciences. in: Marshall, S. (ed.) A Handbook for Teaching and Learning in Higher Education Enhancing Academic Practice Abingdon, Oxfordshire Routledge - Taylor and Francis.
Exposing latent fingermarks on problematic metal surfaces using time of flight secondary ion mass spectroscopy.
Turner, I., Thandauthapani, T. D., Reeve, A. J., Long, A. S. and Sharp, J. S. 2018. Exposing latent fingermarks on problematic metal surfaces using time of flight secondary ion mass spectroscopy. Science & Justice. 58 (6), pp. 405-414. https://doi.org/10.1016/j.scijus.2018.08.004
The use of gamification in the teaching of disease epidemics and pandemics.
Robinson, Louise, Turner, Ian J. and Sweet, Michael J. 2018. The use of gamification in the teaching of disease epidemics and pandemics. FEMS Microbiology Letters. 365 (11), pp. 1-4. https://doi.org/10.1093/femsle/fny111
Wicca, witchcraft and the Goddess revival: An examination of the growth of Wicca in post-war America.
Ball, Caroline 2018. Wicca, witchcraft and the Goddess revival: An examination of the growth of Wicca in post-war America. in: Mago Books.
So you didn't get your Hogwarts letter: engaging muggles in the library experience
Ball, Caroline and White, Jonathan 2017. So you didn't get your Hogwarts letter: engaging muggles in the library experience.
Lonely heart columns: A novel and entertaining way of teaching students abstract writing skills
Turner, Ian J. and Beaumont, Ellen S. 2013. Lonely heart columns: A novel and entertaining way of teaching students abstract writing skills. Innovative Practice in Higher Education.
The Simpsons in Higher Education
Turner, I. 2016. The Simpsons in Higher Education. Innovative Practice in Higher Education. 2 (3), pp. 1-15.
Indentation recovery threshold using the Electrostatic Detection Apparatus®
Roloff, B., Offa, B. and Turner, I. 2016. Indentation recovery threshold using the Electrostatic Detection Apparatus®. Canadian Society of Forensic Science Journal. 50 (1), pp. 1-8. https://doi.org/10.1080/00085030.2016.1222706
Cetacean frustration: the representation of whales and dolphins in picture books for young children
Beaumont, Ellen S., Mudd, Phillipa, Turner, Ian J. and Barnes, Kate M. 2016. Cetacean frustration: the representation of whales and dolphins in picture books for young children. Early Childhood Education Journal. 45, p. 545–551. https://doi.org/10.1007/s10643-016-0819-5