But these students refused to resign themselves to this. They raised critical questions and issues, which led to something special: the creation of the student collective Diverse and Inclusive Values for Earth Sciences (DIVES). DIVES creates an open space where teachers and students can discuss their - sometimes conflicting - opinions in a respectful manner. It also provides teachers with tips and tricks. Currently, two other master's programmes are working towards their own ‘DIVES’.
Challenge dominant narratives!
The group of students voiced concerns that their master's programme lacked diversity in perspectives on, for example, heteronormativity, religion and Eurocentrism. “Especially highlighted in the course Global Environmental Change & Policy,” noted one student, explaining that this lack of diversity can lead to shallow discussions, discourage student participation, and create a hostile atmosphere. Of course, it is difficult to come up with a ready-made solution for a thorough concern like this. Fortunately, Ana Clara Cassanti, junior lecturer at the Institute for Environmental Studies and an advocate of inclusivity, lend these students a helping hand. Student Anoek, tells how having a lecturer in this collective, instead of only students, “contributes to reaching the higher levels within the university”.
Diversity and inclusivity in the lecture hall: tips & tricks
That was two years ago. Since then, the student collective DIVES has done a lot to improve the safety in the learning environment. They have made a guide with tips for a more inclusive education, for examples include reflecting critically, or having the students reflect critically, on the teaching materials and their own position as a teacher.
In addition, the collective acts as a sounding board for teachers. Together, they explore how small adjustments, such as setting up tables in a U-shape instead of in rows or revising the syllabus, can lead to big changes. They have also diversified the mandatory reading materials and brought in guest speakers to VU Amsterdam who offer non-Eurocentric perspectives.
“Already at the start of our second year, we could tell that some of our feedback was incorporated”, says Anoek. However, it is important to note that there is no quick and easy fix to diversifying a programme embedded in a bureaucratic organisation such as a university, and there is still a lot more to be done. “This makes it all the more important that students dare to raise critical questions. Not every teacher will feel the need to act upon these concerns, but the ones who do can help VU Amsterdam forwards in wonderful ways,” Ana Clara notes.
