Diversity and inclusivity

The third driver in UP’s framework document Reimagining curricula for a just university in a vibrant democracy is that of “renewal of pedagogy and classroom practices”. The aim is to transform the curriculum by (amongst others):

• addressing the invisibility of certain groups by critically interrogating the gender and race composition… and removing pedagogical and classroom hindrances in the way of diversification;
• creating a robust UP learning space that is also affirming and sensitive to student diversity; and
• equipping students with skills (such as communication and interpersonal skills) to contribute to society and be efficient professionals (University of Pretoria, 2017: 4) .

Collaborative learning activities offer fertile ground for addressing the above aims. A local study on small-group collaboration in a problem-based learning medical curriculum explains explicitly how this pedagogical method provided students with the opportunity to interact with (and befriend) peers of different races, religions and cultural groups. Students furthermore valued the fact that their personal learning experiences were shaped by different views and opinions (McLean, Van Wyk, Peters-Futre & Higgins-Opitz, 2006:99) . Collaboration furthermore speaks to the South-African spirit of Ubuntu, where the achievement of the group is larger than the sum of the individual efforts.

However, a positive and constructive outcome should not be left to chance. Ghahraman and Tamimy (2017:108) warn against an oversimplification of implementing cooperative learning as a response to culturally responsive education, since “itself is affected by cultural factors and needs adaptations to be culturally responsive”. Although their study invites and suggests further research, it seems as if psychological safety (influenced amongst others by individual assertiveness and a “humane orientation” by all group members) is an important predictor for positive group functioning. “Simply put, a sympathetic, caring, and other-concerned attitude between group members can promote interpersonal attractions like the emotional bonds of friendship” (Ghahraman & Tamimy, 2017:105) . Sensitive implementation and careful orientation of students before embarking on the approach is, therefore of utmost importance.

Also see “Teach students to work in groups”.