Developing social and cultural diversity as a pedagogical resource

This paper reports on a project, funded by the Higher Education Equity Program at La Trobe University in 2005, which sought to develop ways of transforming the cultural diversity that is often an obstacle to full participation in the intellectual dialogue of the social sciences into a pedagogical resource that could be used positively to enhance students’ ability to engage with the discipline. The paper situates the project in its socio-historical context, evaluates each of the strategies, draws some general conclusions and makes specific recommendations. The focus on concrete cultural traditions was received enthusiastically by students, because it spoke to their experiences and engaged them in the broader dialogue. Making the issue of cultural diversity a central point of reference provided a welcome experience of inter-cultural communication and a rich source of knowledge for the student body generally. Giving voice to a range of social and cultural experiences generated multiple perspectives, fostered engagement with the curriculum, and provided deeper insight into course content. The most culturally marginal students reported feeling ‘heard’ and ‘recognized’ in a way not encountered elsewhere at school or university, and repeatedly and forcefully indicate that this recognition greatly enhanced their learning experience.