From tokenism to transformation: Acknowledging the missing voices of marginalised students in higher education, beyond box-ticking frameworks

Abstract

We have recently been investigating inclusion for attainment with an intersectional gender perspective with a focus on co-creation strategies for inclusive assessment and feedback. This short opinion piece acts as a spotlight piece of shared thoughts are provocations for thinking about what effectiveness looks like for the ‘inclusive curriculum’.  We hope our piece stimulates debate and further engagement. This piece also allows a platform for discussions to allow practitioners to reflect and ask themselves questions around their own practice and this can be used to shape frameworks for inclusion to shine through.