Diversity and Inclusion in Education

How do you address diversity in your lectures?

Tailoring my teaching to the diverse group of students

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As a teacher, it is important to tailor your teaching to the diverse group of students and to take into account the differences in the student population in your class. By responding to the students' need for more diversity in both the learning content and the teaching methods, you can help students from different backgrounds feel more at home and perform better at our pluralistic educational institution. Diversity-sensitive teaching increases the well-being of students, makes them feel represented, and helps them relate to and connect with the learning material. This is the main reason why we strive for more inclusive education.

As a lecturer, you can introduce diversity into your teaching in various ways: not only in the learning content and your teaching methods, but also in your attitude towards your students and the language you use when you interact with them. The testimonials of our lecturers refer to one or more of these aspects. It is important to note that most lecturers are still finding their footing, searching for ways to shape inclusive education in their courses and during lectures. That is why including diversity in class should be considered an ongoing learning process and a challenging, yet rewarding experience. It requires sustained efforts from every lecturer and educational professional to assess and adjust the approach used in their teaching.

Using the following strategies, you as a lecturer can create a more inclusive and enriching learning environment for all students:

Try to think more consciously about your own frame of reference

Try to think more consciously about your own frame of reference and how it may differ from the characteristics of your diverse student group to avoid bias. Communicate transparently to your students which perspective your course takes, and how that perspective shapes your course content. Such perspectives may include: gender perspective (male/female/non-binary/queer), cultural perspective (Western European or not, heteronormative or not, your own study programme), etc. A queer studies lecturer might indicate, for instance, that the starting point of this type of gender studies is a non-binary personal background.

Be aware of a (de)colonial perspective on your course content

Also be aware of a (de)colonial perspective on your course content. Decolonising the curriculum means giving room to different voices and views on knowledge from different historical backgrounds, rather than exclusively those of Western European scholars. It is also about recognising that power dynamics have been decisive in developing what is considered credible knowledge today. Decolonisation implies an awareness of knowledge hierarchies while reflecting on prejudices, inequalities and processes of exclusion and discrimination in the creation of knowledge. European knowledge systems are no longer the only legitimate knowledge systems. You can do this specifically by asking yourself these three questions: What knowledge am I teaching? What is the background of the lecturers who help determine what is included in the curriculum? Who has a say in the way research is conducted in the study programme? 

Incorporate different perspectives into your lessons

Incorporate different perspectives (e.g. both Western European and non-Western European, from authors with different gender identities, etc.) in your teaching by including lectures, case studies and examples from a wide range of cultural backgrounds and experiences. This will encourage students to approach problems from different angles, including less familiar perspectives. This, in turn, can help them gain a broader understanding of issues, situations and problems from different perspectives. Be sure to check for insights and experiences from other perspectives by using the input of your diverse student group regularly. For example, you can involve students as co-creating partners by encouraging them to bring their own course materials (examples, cases, sources, etc.) that they find relevant because of their personal background, lived experiences, cultural background, etc. In terms of ethnic-cultural diversity, an international classroom is particularly suitable for this.

Invite guest speakers who can bring diversity

Invite (international) guest speakers who work on themes of diversity and inclusion to bring diverse cultural insights and frames of reference into your classes. By sharing their perspectives and expertise they offer students different perspectives viewpoints and insights. These additional perspectives broaden students’ understanding of society and enhance the quality of our education. Some guest speakers can serve as visible role models, providing representation for students with diverse characteristics who may not see themselves reflected in their own teaching staff.

Try to integrate material discussed by the guest speakers into the compulsory course material and dare to question these different perspectives to avoid guest lectures being regarded as skippable extra material. By linking practical examples from the professional field to your lecture, you can show your students how diversity competences are relevant in the workplace and in different fields. Students can also gain practical experience through forms of authentic learning that address diversity competences, such as projects, internships, community service learning, buddy systems, field work, volunteer work, etc.

Encourage open discussions

Encourage open discussions while creating a safe space for students to share their thoughts and experiences. Stimulate respectful dialogue and active listening so that different opinions can be heard and respected. Do not steer clear of difficult themes such as racism, unconscious prejudice, colonisation, etc. Tackling these themes is an added value for all students and not only for students with diverse background characteristics.

"In my corporate governance and immersion marketing classes, I try to impart an open mind to my students. I do this from my philosophical-economic professional background on the one hand and from my Western-Asian family background on the other. I dare to emphasize that I too am 'different'. I highly value value-driven action. I wish to convey this attitude to my students because I personally attach great importance to honesty, authenticity and respect for others."

Peter Verhezen, guest professor of management and internation business

Use inclusive language

Use inclusive language in your teaching materials and ensure that diverse groups are represented. A shared vocabulary can help students feel included and valued.

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