Embedding diversity in a university justice curriculum

Sharon Hayes*, Belinda Carpenter, Jessica Rodgers

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


This paper reports on an action-learning project conducted within the first year criminal justice curriculum in an Australian university. The project was initiated after an audit of first year units and student feedback revealed that there were gaps in the curriculum that possibly were disadvantaging certain groups of students, including mature, international, queer and disabled students, rendering them invisible. Official (university controlled student surveys and other feedback mechanisms) and anecdotal feedback found that at least some students in these groups felt disenfranchised; that is, unable to relate to either the subject mater, other students, or the university setting itself. As a school in which social justice provides the context for learning about criminal justice, first year subject coordinators as a group came to recognise the need for embedding diversity in the curriculum.

Original languageEnglish
Pages (from-to)103-122
Number of pages20
JournalInternational Journal of Diversity in Education
Issue number2
Publication statusPublished - 2013
Externally publishedYes


  • Action-learning research
  • Diversity
  • Gender
  • Higher education
  • Sexuality


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