THEME: What does DEI look like in teaching practices at SDU?
Interview with Harun Kaygan, associate professor, Department of Design, Media and Educational Science, The Faculty of Humanities, SDU.
What do you think is important about incorporating diversity, equality and inclusion into your university teaching?
Please share a few examples of how you incorporate DEI into your teaching.
I incorporate diversity, equality, and inclusion (DEI) into my teaching through several approaches. First, I prioritize creating safe spaces in the classroom. I recognize that students come from diverse backgrounds with varying life experiences, so I provide opportunities for them to reflect and engage on their own terms. For instance, I implement small group discussions or personal reflection activities without requiring students to report back to the entire class. This allows them to process the material in ways that feel comfortable and meaningful to them.
Secondly, I am inspired by feminist research, and I encourage students to bring their unique identities—whether related to class, ethnicity, or gender—into their academic work. I want students to use their backgrounds and personal experiences as a foundation for their learning, enabling them to explore issues that matter to them and develop their own voices. This helps them define the position they wish to take on topics they find significant.
Lastly, I try to raise awareness of DEI in general and incorporate DEI both through content and conduct. For example, while teaching, I use gendered or class-based examples and contextualize theories within their historical and societal frameworks.
Have you had any feedback from students on your DEI approaches? Or what do you hope they experience?
I find that discussing gender disparities in Denmark can sometimes be challenging. Some students have expressed the belief that gender issues are not particularly relevant in this country, suggesting such conversations should be transcended. In response, I strive to cultivate curiosity—encouraging students to explore whether these assumptions are accurate and to investigate gender-related issues in their environments.
I hadn’t really considered the aspect of diverse conduct in my teaching before. My focus has primarily been on how to convey this sensitivity through the content itself. It’s mainly at the level of a curiosity for me, but I'm sure I will explore it further the next time I have a chance to chat with students.
