THEME: What does DEI look like in teaching practices at SDU?
Interview with Pinar Kaygan, PhD, Senior Researcher, Art Academy of Latvia, Institute of Contemporary Art, Design and Architecture and external lecturer at The Faculty of Humanities, SDU.
What do you think is important about incorporating diversity, equality and inclusion into your university teaching?
Higher education, especially undergraduate education, is where students learn to be members of a profession, internalising its outlook, values, and culture. Thus, university education equips students with not only professional skills, knowledge and competencies, but also shared standpoints and regularised ways of interpreting and reacting to situations. Professional cultures, particularly in established fields with strong traditions and institutions, often prescribe specific ways of thinking, practising, and communicating.
Incorporating diversity, equality and inclusion (DEI) into university teaching is, first of all, encourages both the educators and students to critically examine the internalised assumptions and norms within the prevalent professional culture. This reflection is essential for fostering an inclusive learning environment in which all students feel respected, valued, and supported, both in their relationships and within pedagogical practices. A strong sense of belonging, in turn, significantly enhances student engagement and academic performance.
Secondly, I believe that embedding DEI into university education better prepares students as future professionals. It equips them with the awareness, openness, and communication skills necessary to navigate and contribute positively to diverse workplaces and communities.
Incorporating diversity, equality and inclusion (DEI) into university teaching is, first of all, encourages both the educators and students to critically examine the internalised assumptions and norms within the prevalent professional culture. This reflection is essential for fostering an inclusive learning environment in which all students feel respected, valued, and supported, both in their relationships and within pedagogical practices. A strong sense of belonging, in turn, significantly enhances student engagement and academic performance.
Secondly, I believe that embedding DEI into university education better prepares students as future professionals. It equips them with the awareness, openness, and communication skills necessary to navigate and contribute positively to diverse workplaces and communities.
Please share a few examples of how you incorporate DEI into your teaching
I incorporate DEI into my teaching through a range of strategies. One key approach is prioritising teamwork whenever possible. Collaborative work encourages students to actively listen, engage constructively, and find common ground, essential skills for fostering inclusive dialogue. When students from diverse backgrounds work together, they gain a deeper appreciation for different perspectives and lived experiences. That said, it is important to emphasise that teamwork is only effective as a DEI strategy when all students are given equitable opportunities to participate.
As a feminist researcher, in my experience, an effective way for embedding DEI into my teaching is connecting research into education. Drawing on course material, student reflections, and at times formalised qualitative studies with students, I critically reflect on their learning experiences. For instance, in one study, I explored students’ experiences in a course where our collaboration with a strongly male-dominated industry influenced their learning in particular ways. In another recent study, my co-authors and I reflected on our teaching practices to examine how theoretical engagement with DEI can foster awareness and self-reflection among design students, encouraging them to recognise their agency and role in driving change toward a more equitable society.
As a feminist researcher, in my experience, an effective way for embedding DEI into my teaching is connecting research into education. Drawing on course material, student reflections, and at times formalised qualitative studies with students, I critically reflect on their learning experiences. For instance, in one study, I explored students’ experiences in a course where our collaboration with a strongly male-dominated industry influenced their learning in particular ways. In another recent study, my co-authors and I reflected on our teaching practices to examine how theoretical engagement with DEI can foster awareness and self-reflection among design students, encouraging them to recognise their agency and role in driving change toward a more equitable society.
Have you had any feedback from students on your DEI approaches? Or what do you hope they experience?
I have not asked for feedback on this issue. I incorporate DEI into my teaching in more subtle ways, so we do not approach it as a topic that needs to be explicitly discussed. For example, during lectures, when I present examples, such as products, designers, etc., I avoid stereotypical cases, and instead highlight marginalised or overlooked ones. Overall, I observe that students already have an awareness of DEI, and when I use inspirational materials in the course, such as readings and examples, they are motivated to contribute their own examples based on their experiences.
