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This edited book presents a collection of critical, situated case studies and narratives from UK-based global majority scholar-practitioners. Via lived experience narratives, autoethnography and institutionally embedded case studies, the authors reflect on their own marginalised positions or challenges in higher education, offering theory-informed, practice-based and institutionally grounded perspectives from voices situated within the structures they critique. The book will be of interest to higher education scholars, leaders and practitioners looking to understand and implement equitable practices in their teaching, learning and assessment.
This edited book presents a collection of critical, situated case studies and narratives from UK-based global majority scholar-practitioners. Via lived experience narratives, autoethnography and institutionally embedded case studies, the authors reflect on their own marginalised positions or challenges in higher education, offering theory-informed, practice-based and institutionally grounded perspectives from voices situated within the structures they critique. The book will be of interest to higher education scholars, leaders and practitioners looking to understand and implement equitable practices in their teaching, learning and assessment.
