Abstract

Representation in higher education is not just about who is present in the classroom but also whose histories, knowledges, and contributions are recognised and valued within the curriculum. This project, “I Don’t See Myself There”, responds to the underrepresentation and erasure of historically marginalised figures whose work has profoundly shaped fields of study across disciplines, yet remains absent from mainstream teaching and recruitment narratives.
Drawing on the concept of epistemic injustice (Fricker, 2007) and informed by decolonial curriculum design (Bhambra, Gebrial & Nişancıoğlu, 2018), the project commissions original comic-book style artwork to recover and showcase the contributions of three overlooked historical figures. These creative pedagogical tools are designed to support inclusive teaching by making visible pluralistic knowledges, offering students points of identification and representation that can enhance belonging, engagement, and academic confidence (Thomas, 2012).
The session will share findings from a mixed-methods study exploring how ethnically marginalised students experience belonging within Eurocentric curricula, drawing on survey (n=108) and focus group data analysed through a Critical Race Theory lens (Delgado & Stefancic, 2017). It will then demonstrate how the artwork has been integrated into teaching, curriculum design, and student recruitment materials, highlighting its role in fostering dialogue, challenging exclusionary practices, and amplifying neglected voices.
Delegates will engage with the artwork, reflect on how such creative approaches might translate to their own disciplines, and discuss strategies for embedding inclusive practices into curriculum design. The session contributes to practical, transferable approaches to inclusive education in practice and design.