The programme’s focus on formative action, as opposed to a final assessment, means that the learning process of the students is a central aspect. Thus, the programme turns its principles into practice, providing inclusive education in which teachers and students collaborate, learn, and make an impact as each other’s equals.
Formative action: focus on a process
Marieke van den Brink, professor in Gender & Diversity, discussed the development of the programme with several colleagues. It quickly became clear that formative action and portfolio assessments would fit right in with a study programme that values equality and inclusivity. In short: formative action and portfolio assessments support a learning environment where growth, collaboration, and reflection are core aspects. Most programmes only use final assessments or exams: singular points in time that immediately lead to a grade.
Formative action provides opportunities to develop one’s self-awareness
Van den Brink explains: “We want to provide stimulating education, where study materials are taught in an interactive manner. We force students to become responsible for their own learning process: what assignments would allow them to show that they managed to achieve the study goals? The idea that students are passive recipients doesn’t match this vision.”
Collaborating in diverse teams is a crucial component of the Master. How do you recognise your own blind spots? How do you deal with them? “Formative action provides opportunities to develop one’s self-awareness. Giving each other feedback, instead of getting a grade, allows a student to plan and start their own development,” according to Van den Brink.
Intersectional approach
As can already be deduced from its name, the Master takes a look at intersectionality. A concise (and incomplete) explanation: intersectionality means that people can experience inequality due to multiple factors at the same time, such as the colour of their skin, their gender, and their income. It shows how these various forms of inequality can reinforce each other and how rules and systems in our society influence this. Van den Brink explains: “An intersectional approach allows you to look at matters in a different way, and to prevent that a well-intentioned intervention creates new forms of inequality.
Inclusive education is about providing different types of education
Own path
Students take a dive into theory and they apply it in various cases in order to prepare themselves for the future. The mission is clear for Van den Brink and her colleagues: “Inclusive education is about providing different types of education, but also about making space for different learning experiences. This way we acknowledge that students can show that they achieved the study goals in multiple ways. They become owners of their own path.”