Culturally Sensitive Curricula Scales

This 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.

“This is a vitally important text for all HE educators and managers. Too much of the HE literature describes inequalities in learning and teaching practices. Here are the tools and examples, to be used in any discipline, to create curricula that affirms and respects the cultures, identities, and contexts of every student body. Use it.” (Pauline Kneale, Society for Research into Higher Education, Chair, University of Plymouth, UK)

“Thomas and Quinlan ought to be congratulated for pulling this book together. This book is as important as it is timely, responding to the current wave of 'hopefulness' in UK higher education, and elsewhere, not previously seen, among educators and curriculum developers, for expert support and guidance to make curricula more reflective of learners. This book responds to 'hopefulness' and indeed provides 'hope' and direction through the Culturally Sensitive Curricula Scales which establishes a clear framework for practice. All ten chapters are rich - grounded in research and designed to advance practice. Many congratulations and well done.” (Paul Miller, Institute for Educational & Social Equity, UK)

“For the colonial westernized university, confronting racism with honesty and courage can only be the precise beginning for meaningful transformation and decolonisation. This book does exactly that. It asks us not only to reckon with our shared complicity, but also provides curriculum tools towards diversity, belonging, equity and anti-racist education.” (Elelwani Ramugondo, University of Cape Town, South Africa)

“The CSCS offers a great starting point to create more culturally sensitive curricula. It invites teaching staff to start the conversation with students, listening to their perspectives. In addition, the scales can also be applied to a broader context of inclusive education. The examples presented throughout the chapters inspired me to start changing the curriculum in a more culturally sensitive way.” (Mijke Hartendorp, Saxion University of Applied Sciences, the Netherlands)

“Dave S.P. Thomas and Kathleen M. Quinlan set an intention and take readers on a journey to develop more equitable and culturally informed curricula. This book is a must-read for anyone committed to educational equality and creating inclusive learning environments.” (Khalilah R. Johnson, University of North Carolina at Chapel Hill, USA)

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.