Nurturing inclusivity among Durban University of Technology students through reflective writing

Reflective writing is unarguably an essential component in experiential learning. For this reason, its usefulness as a communicative tool nurturing students’ inclusivity, agency and sense of belonging needs further academic engagement. Additionally, the surrounding access, participation success students higher education importance reflective require adequate exploration within South African space, thereby necessitating study. This article inferential discourse on use important skillset acquired by through flagship Cornerstone module offered Centre for General Education, Durban University Technology. explores using to freely express themselves, cultivating deeper inclusiveness encouraging active involvement socialisation transformative education. The study’s setting was premised Technology university-wide first-year (enrolled course second semester, 2021 session). authors employed self-reflective practice owing authors’ experiences facilitators (between 2018 2021) utilising classroom, along with triangulation secondary data from literature. study revealed that aids inclusivity underpins It forms basis participatory methodological approach educational encounters. can be leveraged tackle identity crises exclusions giving voice themselves creatively. advocate more relevant, inclusive creative approaches societal issues. effective building, community belongingness individual motivation communicate, creating space valued students. Contribution: contributes advancing divergent teaching practices such dialogic learner-centred techniques available methodologies compared univocal delivery methods encourage pedagogy placement