Using diversity to advance multicultural dialogues in higher education

Abstract

Chetty makes a case for revitalising multiculturalism in higher education through her own teaching and learning. She argues for a culturally sensitive pedagogy that values students’ own history and reflected experiences, highlighting the power of multicultural dialogues. By drawing on her own extensive research and teaching experiences, Chetty analyses a migration module she leads within a wider sociological programme. By drawing on her own professional practice and student evaluations (i.e. a questionnaire with ten semi-structured questions), one of her aims was how to increase multicultural dialogues in lectures and seminars. Chetty raises the cultural diversity of her students, allowing enhanced learning which unlocks student cultural capital. Languages are underlined as key, or a major force in allowing multicultural dialogues to develop. The post-2016 Brexit landscape is highlighted in relation to how diversity politics could change higher education with a reduction of international students. Chetty’s chapter argues for an opening out of multiculturalism debates, giving a voice to all via culturally responsive pedagogy which promotes a sense of belonging.