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Transformational Inclusion: Simple but Profound Shift in Attitude
By Caitlin Barefoot, Undergraduate student, Cardiff University, and Dr Tanvir Bush, Research Fellow, Bath Spa University In the face of rising polarisation and intolerance in our communities, could practicing ‘transformational inclusion’ be a potential antidote for the student body? Applying transformational inclusion as a student Rogoff (1995) demonstrates that learning is not an individual process that can be understood in isolation, rather learning simultaneously takes pl
Relational competence: the human heart of inclusive learning
By Lauren Flannery, PhD student and Associate Professor, The University of East Anglia When I began my PhD alongside my academic role, I expected to think critically, write analytically, and plan strategically. What I didn’t expect was to feel so deeply. Sitting in classes again as a student, I became acutely aware of how it feels to belong, to be heard, and to be met with genuine curiosity. These experiences reminded me that learning is profoundly relational. Inclusion, at i
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Student Blogs
Transformational Inclusion: Simple but Profound Shift in Attitude
By Caitlin Barefoot, Undergraduate student, Cardiff University, and Dr Tanvir Bush, Research Fellow, Bath Spa University In the face of rising polarisation and intolerance in our communities, could practicing ‘transformational inclusion’ be a potential antidote for the student body? Applying transformational inclusion as a student Rogoff (1995) demonstrates that learning is not an individual process that can be understood in isolation, rather learning simultaneously takes pl
Relational competence: the human heart of inclusive learning
By Lauren Flannery, PhD student and Associate Professor, The University of East Anglia When I began my PhD alongside my academic role, I expected to think critically, write analytically, and plan strategically. What I didn’t expect was to feel so deeply. Sitting in classes again as a student, I became acutely aware of how it feels to belong, to be heard, and to be met with genuine curiosity. These experiences reminded me that learning is profoundly relational. Inclusion, at i
Partnership in Practice: Student Advisory Boards Can Be More Than a Feedback Mechanism – A dialogic-reflective blog
By Boróka Javor , recent graduate and Myra Vaish , undergraduate student, The University of Leeds When we first joined the Student Advisory Board (SAB) for the Partnerships in Assessment and Feedback (PiAF) Network , we imagined a year of committee meetings, agendas, feedback forms, and a polite exchange of opinions. But what we discovered was something much richer. The SAB wasn’t simply a platform for students to comment on teaching; it was a living, breathing collaborati
Boróka Javor and Myra Vaish
Dec 1, 2025
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