03723nam a22005295i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001800153072001600171072002300187072001500210245018500225250001800410264007900428300006400507336002600571337002600597338003600623347002400659490008500683505088200768520079101650650002302441650002502464650004002489650002702529650002502556650002602581650002202607650002502629650003302654650002202687650002402709700007902733700008202812710003402894773002602928776003602954776003602990776003603026830008503062856004603147978-3-031-57688-1DE-He21320251030112313.0cr nn 008mamaa240615s2024    sz |    s    |||| 0|eng d  a97830315768817 a10.1007/978-3-031-57688-12doi 4aLB2300-2799.3 7aJNM2bicssc 7aEDU0150002bisacsh 7aJNM2thema10aCulturally Sensitive Curricula Scalesh[electronic resource] :bResearching, Evaluating and Enhancing Higher Education Curricula /cedited by Dave S.P. Thomas, Kathleen M. Quinlan.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Palgrave Macmillan,c2024.  aXXV, 193 p. 11 illus., 8 illus. in color.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda1 aPalgrave Studies in Race, Inequality and Social Justice in Education,x2524-63480 aChapter 1: Introduction -- Chapter 2: Culturally Sensitive Curricula Scales: Roots and Branches -- Chapter 3: Culturally Sensitive Curricula Scales: findings from a collaborative research project on developing a Culturally Sensitive Curricula Scale (CSCS) with the NERUPI Network -- Chapter 4: A historical context of widening participation and curriculum: A critical perspective -- Chapter 5: Decolonising the Psychology Curriculum: A Toolkit Approach -- Chapter 6: Enhancing academic development work to eliminate the ethnicity degree awarding gap: integrating the CSCS into institutional plans -- Chapter 7: Creating a culturally sensitive Law curriculum -- Chapter 8: The learnt curriculum: adapting Culturally Sensitive Curricula Scales to develop a module level curriculum toolkit -- Chapter 9: (Discreetly) Decolonising Educational Development -- Chapter 10: Conclusion.  aThis edited book outlines the conceptualization, development, and use of a novel set of Culturally Sensitive Curricula Scales (CSCS) as an instrument for students to rate the cultural sensitivity of their curriculum, as well as a self-reflection tool for educators to use in order to make curriculum changes. The book provides insights from the use of the tools collectively and individually in a range of higher education institutions across the UK, to inform curriculum revision nationally and internationally. Dave S.P. Thomas is Associate Professor of Inclusive Curriculum and Learning and Teaching Academic Lead at Solent University, UK Kathleen M. Quinlan is Professor of Higher Education and Director of the Centre for the Study of Higher Education at the University of Kent, UK. 0aEducation, Higher. 0aInclusive education. 0aSchool management and organization. 0aSchool administration. 0aEducation and state. 0aEducationxCurricula.14aHigher Education.24aInclusive Education.24aOrganization and Leadership.24aEducation Policy.24aCurriculum Studies.1 aThomas, Dave S.P.eeditor.4edt4http://id.loc.gov/vocabulary/relators/edt1 aQuinlan, Kathleen M.eeditor.4edt4http://id.loc.gov/vocabulary/relators/edt2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303157687408iPrinted edition:z978303157689808iPrinted edition:z9783031576904 0aPalgrave Studies in Race, Inequality and Social Justice in Education,x2524-634840uhttps://doi.org/10.1007/978-3-031-57688-1