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An Insider's View. Diversiteit binnen Fontys Hogeschool Pedagogiek. Onderzoeksrapportage

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Abstract

In de (super)diverse samenleving dienen hoger onderwijsinstellingen hoge ambities te hebben wanneer het gaat om diversiteit en inclusiviteit. Er moet werk gemaakt worden van docentprofessionalisering, die gericht zou moeten zijn op meer inzicht ontwikkelen in de leef- en denkwereld van studenten en het versterken van culturele sensitiviteit (Albeda et al., 2020). Het is van belang dat studenten meer en genuanceerder reflecteren op diversiteit (Kapel, Noor & Broekhuizen, 2018). Hiervoor is doorslaggevend dat docenten zich handelingsbekwaam voelen in een gemêleerd samengestelde klas en dat studenten het curriculum als inspirerend en herkenbaar ervaren (Walraven et al, 2020). Tegen deze achtergrond is bij de opleiding Pedagogiek van Fontys Hogescholen in 2019-20 een onderzoek uitgevoerd naar Diversiteit binnen de opleiding, door het lectoraat Diversiteit en Orthopedagogisch Handelen. Centrale vragen: (1) Hoe denken studenten en docenten van Fontys Hogeschool Pedagogiek over diversiteit in de context van het onderwijs? (2) Hoe kan het curriculum van de opleiding meer divers en inclusief worden volgens studenten en docenten? 105 docenten en 282 studenten zijn gevraagd naar hun persoonlijke en professionele overtuigingen over diversiteit en naar hun beeld van diversiteit binnen het curriculum, middels een vragenlijst [Personal en Professional Beliefs about Diversity Scale (Pohan & Aguilar, 2001; Kyles & Olafson, 2008) en Questionnaire on Internationalization of the Curriculum (Leask, 2015)]. Aanvullend zijn met 10 docenten, en 14 studenten interbviewgesprekken gevoerd. In deze gesprekken zijn opleiding, curriculum en lesmateriaal besproken tegen de achtergrond van de verschillende dimensies van diversiteit: de (on)toegankelijkheid van de opleiding voor lage SES studenten, studenten met een migratieachtergrond, studenten met een beperking of aandoening, en genderverschillen. Op basis van ons onderzoek is de conclusie gerechtvaardigd dat studenten en docenten van Fontys Hogeschool Pedagogiek de ambities omtrent een diversiteitssensitieve en inclusieve opleiding zowel in woord onderschrijven als daadwerkelijk bezig zijn deze waar te maken. De diversiteit aan best practices en concrete verbetervoorstellen is daar een sterk bewijs van.
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