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Equality, Diversity and Inclusion

Equality, Diversity and Inclusion

The School of Education, Communication and Language Sciences is committed to ensuring that opportunities are open to everyone, and all are able to flourish and succeed.

A vibrant and diverse community

We're a vibrant and diverse community of staff and students. We're drawn from every demographic and every corner of the globe.

It's important to the School that each and every member of this diverse group of people feels valued and respected. They should feel that they are able to achieve their potential within the School and the University. The School is committed to ensuring that opportunities are open to everyone, and all are able to flourish and succeed.

The School aims to be a welcoming, inclusive setting that enables individuals and groups to engage with and contribute to the latest thinking in these areas

Julie Morris, Head of School

Addressing inequalities

The focus of Education, Communication and Language Sciences teaching and research contributes to our understanding of inequalities in the wider world, and how these may be addressed. Our teaching and research staff are involved in knowledge production that challenges accepted norms for perpetuating inequalities of many kinds. We seek to eliminate them. For example, Education, Communication and Language Sciences members are involved in such activities as:

  • enhancing international student experience
  • gender inequalities
  • intersectionality
  • the experience and treatment of communication disability
  • refugee education
  • anti-racist teaching (including contributions to the Newcastle University anti-racism programmes)

We are committed to people’s development, whether at undergraduate or postgraduate student level and for all staff, regardless of staff group, or seniority and regardless of gender, race or any other factor.

Julie Morris, Head of School

Education, Communication and Language Sciences is fully committed to embracing a diversity of thought, cultural understanding and lived experience among our staff and students.

Example publications and resources

Dixon P, Humble S, Marshall P. International Aid and Schooling for the Poor. In: Dixon, P; Humble, S; Counihan, C, ed. Handbook of International Development and Education. Cheltenham, Gloucester, UK and Northampton, MA, USA: Edward Elgar, 2015, pp.472-490.

Hazel, S. and Lønsmann, D. (forthc. 2020). Norms, accountability and socialisation in a refugee language classroom. In Janus Mortensen & Kamilla Kraft (eds.) Norms and the study of language in social life. Berlin: Mouton De Gruyter

Jones H, Smith HJ. Teaching for Social Justice: Creating equity for pupils living in poverty and those from black and minority ethnic backgrounds. In: Cremin T; Burnett C, ed. Learning to Teach in the Primary School 4th Edition. Routledge, 2018.

Laing K, Mazzoli Smith L, Todd L. (2019) Using the concept of relational justice to apply fairness in schools. International Education Journal: Comparative Perspectives 2019, 18(1), 128-142.

Laing, K & Todd L. (2020) Schools and Child Poverty: from extended schools to closing the attainment gap. Where to from here?. In: J. Tucker, ed. Vision. Ending Child Poverty for Good. London: Child Poverty Action Group, 2020.

Shields, S. Working-class minority students’ routes to Higher Education. International Journal of Lifelong Education 2013, 32(6), 839-841.

Smith HJ. Britishness as racist nativism: a case of the unnamed 'other'. In: Lander, V, ed. Fundamental British Values. London: Routledge, 2018.

Resources