This paper will describe and reflect on the methodology, processes and practices of the workshops and activities the research team will undertake with students, academics, professional staff and leaders based in the Faculty of Sciences and the Faculty of Engineering at the University of Bath. The workshop materials will draw upon 50 qualitative interviews and 200 surveys exploring students, academics, professional staff, and leaders' experiences and perceptions of current equity practices in the university and their faculty.
The workshop will aim to develop new understandings of equity practices that are framed in ways that feel appropriate to colleagues and students in STEM subjects and can be used to develop more contextually appropriate practices and processes. The workshop materials, content, and pedagogical approaches will be collaboratively developed by the research team with representative members of these faculties.
We do not anticipate this task will be easy when it is carried out in April 2024. Our preliminary analysis of the data so far indicates that there are a wide variety of views and likely to be conflicting views and forms of intersectional inequalities that need to be considered and included. Hence, in doing this work we will employ a range of ideas and practices around co-creating knowledge, decolonising knowledge; and we will use feminist and other critical pedagogies, and models of interdisciplinary research to generate spaces for different voices and inputs into the process. For example Bryson;s (2003) Webb's (2004) principles for feminist pedagogy and generating inclusive spaces. Also, Fam et al's (2018) ideas about collaborative and transdisciplinary learning and Danermark's (2019) model for interdisciplinary knowledge generation.
