Inclusive Curriculum Checklist

Compiled by Kirsten Hutchison as part of the Inclusive Curriculum Project, Victoria University
October 1997

Does content acknowledge diverse cultural values? In what ways?
Does content value and build on diverse prior learning, experiences and goals? In what ways?
Does content contest a uniform view of knowledge? How?
Is "assumed knowledge" made explicit in the stated prerequisites of the course?
Are opportunities provided for students to access knowledge and skills that are assumed in the course?

Are women, Aboriginal and Torres Strait Islander people, people with disabilities, people from diverse socioeconomic and cultural backgrounds visible in course materials?
How are women, Aboriginal and Torres Strait Islander people, people with disabilities, people from diverse socioeconomic and cultural backgrounds represented? Stereotypically? As problems?
How are issues of gender, race, class, disability and sexuality addressed?
Are inequalities based on gender, race, class, disability and sexual orientation explored and analysed?

In what ways is teaching responsive to diverse cultural values?
How do you build on student diversity as an educational resource?
In what ways does teaching facilitate equal and diverse participation of all students in the required learning activities?
In what ways does teaching support all students working with diversity?
In what ways does teaching avoid advantaging or disadvantaging particular student groups or individuals?
In what ways does teaching support the development of all students' language skills to meet course requirements?
In what ways does teaching encourage collaborative work between students?
In what ways does teaching respond to difference in English language levels?
In what ways does assessment avoid advantaging or disadvantaging any one group of students?
In what ways does assessment take account of diverse values, goals and experiences?
In what ways does assessment allow for the articulation of diverse perspectives?
In what ways does assessment require students to have an understanding of and interaction with diversity?

Do you acknowledge and take account of gender differences rather than ignoring them, thereby clearly distinguishing gender-inclusiveness from 'gender-blindness' and 'gender neutrality'?
Do you make sure that research in which you are involved is not based solely on male experience, and that generalisations you make and use apply to both women and men?
Do you include appropriate references to the achievements of both men and women in your discipline?
Do you include references to both women and men in the language and content of your courses? Are these positive, affirming references, or do they reinforce gender stereotypes?
Do you encourage students to question how thinking and knowledge-making have been shaped primarily from a selective masculine perspective?
Do you ensure that the range of teaching and learning opportunities offered and the assessment methods used cater for a diversity of learning styles, making them accessible to a wide range of men and women?
Do you check that the examples and applications used in your teaching are equally accessible to female as well as male students?

Do you make sure that Aboriginal and Australian history components accurately represent the effects of the invasion and occupation of Australia on Aboriginal communities and people?
In what ways do you encourage students to question how knowledge and thinking are shaped by racial categories and stereotypes?
Do you have a clear understanding of the dynamics and background of the local Aboriginal community?
Do you make sure that references and/or research you are associated with, or refer to, are culturally appropriate?
In what ways does your teaching support and encourage the development of effective personal relationships with Aboriginal and Torres Strait Islander students?
Have you consulted with the University's Ngaga Jindi Woraback Committee?

Sections of this checklist are drawn from the work of J. Barnett, R. Ives, S. Shore, A. Black, A. Simpson and M. Coombe.