A Cultural-Equity-Centered Guide to Inclusive Curriculum Change in Higher Education Kinesiology

in Kinesiology Review

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Brian Culp Department of Health Promotion and Physical Education, Kennesaw State University, Kennesaw, GA, USA

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https://orcid.org/0000-0001-5587-1979
DOI:
https://doi.org/10.1123/kr.2023-0026
Keywords:
diversity; social justice; scholarship of teaching and learning; student faculty partnerships; inclusive excellence
First Published Online:
09 Sep 2023
In Print:
Volume 12: Issue 4
Page Range:
320–328
Restricted access

Inclusiveness in higher education has received increased attention, as institutions are seeking to be more proactive in meeting the needs of a diverse student body. While university departments have noted inclusive excellence as a goal for their programs, how this is realized is often unclear or difficult to assess. Equally troubling is the scarcity of ideas on how curriculum can be enhanced for transformative change, radical possibility, antiracism, and social justice. This article attempts to rectify these issues by presenting thoughts on curriculum change and program development in higher education kinesiology using a cultural equity approach.

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