Working as a student assistant for the Population Research Centre’s inclusivity project was an experience that both expanded my academic boundaries and helped me develop important life skills. This project aimed  to use student-led research to evaluate and improve the inclusion of marginalised groups within several Population Studies courses offered at RUG. Throughout this project, I found myself delving headfirst into the intricacies of inclusivity in education. These topics, from an academic perspective, were relatively novel to me. Yet, my thoughts soon became dominated by the ideas and complexities within the potential conflicts between a normative goal for better inclusivity of marginalised groups and the established practices of demography/population studies at a Higher Education level. I really loved this conceptual work, finding theory discussions with teammates very motivating and a highlight of the role. Moreover, on top of theoretical analysis, I also found myself developing skills to face the demands of my role, such as developing the confidence to teach lessons on sensitive topics, the self-discipline required for project management, and the ethical practices necessary for acting as an intermediary between students and staff. 

Critical pedagogy

Being a subfield of pedagogy (the study of education), critical pedagogy questions conventional assumptions around education, seeking to build a more just, inclusive, and effective learning environment. Its emphasis on looking past teacher-student hierarchies can provide a valuable framework for evaluating teaching practices. Further critical pedagogy encourages empowering students to become agents of change in their own education and community. This project, through its utilisation of the Qualitative Research for Policy and Practice course as a means for students to research and advise on inclusive teaching practices in the Population Research Centre, lay thus at the confluence of these two insights from critical pedagogy. As an experiment, this project gave students the ability to critique their educational environment. It empowered them with the tools of qualitative research to conduct this critique and develop policy recommendations. As the student assistant on the project, at times I found myself having to explain this reflexive logic to my peers, who initially were confused about the objectives of the course. However, they soon caught on and, in my anecdotal experience, were motivated by the task at hand.

Learning from mistakes

Facing the task of teaching a session on sensitive language in research also brought its own set of challenges. While I generally find public speaking to come naturally, this entailed addressing a personal topic, given my identity as an openly trans individual. I've encountered numerous instances where language used by academics to describe trans and gender non-conforming individuals felt either outdated or overly cautious, bordering on patronising. Addressing students' anxieties about using appropriate language for marginalised groups in their projects, I emphasised the importance of effort and consideration. I advised that making and then learning from mistakes is always acceptable in educational settings as long as there is a genuine attempt to learn and apply respectful terminology. I hope that this helped their projects in some way, or at least, lessened the stress burden often associated with researching sensitive subjects.

Growth

In conclusion, my involvement in the Population Research Centre's inclusivity project not only fostered my growth in practical and academic skills, but also helped improve my personal confidence. Applying the principles of critical pedagogy and confronting the nuances of inclusivity in demography, I navigated complex discussions, helped facilitate learning, and hopefully played a small role in creating a more inclusive educational environment for  Population Studies education at the University of Groningen. For me, this experience has underscored my passion for teaching, critical research, and building spaces for open dialogue.