Category Archives: Inclusive Practice

Kimberlé Crenshaw’s theory of intersectionality provides a framework for understanding disability as shaped by overlapping systems of identity and power (Crenshaw, 1989). Disability is not experienced uniformly; experiences are influenced by factors such as race, gender, socioeconomic status, language, and … Continue reading →

Kimberlé Crenshaw’s concept of intersectionality offers a way of understanding faith through interconnected systems of identity, power, and inequality. Kimberlé Crenshaw (1989) argues that experiences cannot be understood through a single category such as religion, race, or gender alone, as … Continue reading →

Reading the resources made me reflect not only on how racism is addressed in higher education today, but also on my own experiences and how they shape my perspective as an educator. As someone from a mixed ethnic minority background … Continue reading →

My proposed intervention aims to promote more inclusive learning within my teaching practice by addressing barriers linked to ethnicity and socio-economic background within Wigs, Hair and Makeup (WHAM) education. This is informed by my own experience within both education and … Continue reading →

As Course Leader for BA (Hons) Hair, Makeup and Prosthetics for Performance, I have become increasingly aware that inclusive curriculum design extends beyond diversifying teaching content. It also requires creating learning experiences in which students feel represented, develop a sense … Continue reading →