Advocating for Equality, Diversity and Inclusion in Postgraduate Pedagogies

Abstract

I have come to the realization that equality, diversity, and inclusion (EDI) are critical components of a good postgraduate education. However, EDI can be difficult to achieve, especially in postgraduate pedagogies that are frequently characterized by hierarchies and power asymmetries. This review paper explores some strategies and practices that can be employed by postgraduate teachers to advance EDI in postgraduate pedagogies. These include: confronting unconscious bias, privilege, promoting representation and embracing students’ voices, and implementing support structures to address the unique challenges faced by students in postgraduate pedagogies. Furthermore, I will discuss the benefits of implementing an EDI-focused approach in postgraduate education. This will highlight how EDI can foster interdisciplinary collaboration and inclusive education system that will consequently lead to a more diverse and representative academic community, contributing to the development of inclusive practices in various professional fields beyond their institutions. The study uses secondary sources, such as journal articles and focused research findings on the topic. The sources used aim to highlight existing issues in postgraduate pedagogies as related to Equality, Diversity and Inclusion-EDI. The paper concludes by emphasizing the need for concerted efforts from postgraduate teachers to prioritize and advocate for EDI in postgraduate pedagogies, because an EDI-focused postgraduate education can become a catalyst for producing graduates that will contribute to the development of inclusive practices in various professional fields beyond their institutions, and this will truly reflect our diverse and multi-cultural society through the ideals of education.