Diversifying the Social Policy Curriculum: A Collaborative Approach

This article offers a practical methodological ‘toolkit’ for creating more diverse reading lists social policy teaching. It reports on the findings of award-winning ‘Reading List Diversity Mark Project’, carried out at University Kent in 2018–20, which investigated how many Black, Asian and other ethnic minority authors were included undergraduate lists. Through application critical race theory (CRT), we argue that inclusive curricula matter. We then analyse reasons marginalisation ethnicity curriculum. A distinctive aspect project was nature our staff-student collaboration discuss this shaped its design outcomes. approach could be implemented institutions conclude with suggestions about to achieve