Dr Annabel Sheehy presented her work at the first FFYE Forum for 2023. Stay tuned for an upcoming recap blog post.
The United Nations International Covenant on Economic, Social and Cultural Rights recognises, in accordance with their Universal Declaration of Human Rights, the role of accessible and equitable high-quality higher education for enabling individuals to reach their full potential and improve quality of life. Equitable higher education depends on diverse policies and life experiences preceding university to improve the likelihood, opportunity and capacity of an individual to enrol. Innovative approaches for augmenting diversity within university admission processes are key to reducing entrenched inequalities in access and participation.
The power of the small gesture
Considerable attention has been given to the role of teaching and learning practices in bringing about equity in education. Developing inclusive academic environments which enable students to perform at the required level entails each student receiving what they need to feel welcomed and engaged, for their active participation in the learning process. Each student reaching their potential can be perceived as an insurmountable endeavour, requiring the need for high-impact university practices, policies, and processes. Within the scope of teaching and learning practice however, the teaching academic can, through observance of the small gesture, greatly contribute to inclusion in higher education.
Gesture is understood here as symbolic communication or action – something said or done within the specific context of the education program – functioning to demonstrate or emphasise an idea, intention or feeling, although alone it may have minor effect. Here, it is above all, the simple everyday gestures, the small deeds, sometimes fleeting and almost imperceptible, that gradually accumulate and distribute and disseminate the message that the student belongs in the academic environment, and these gestures contribute decisively to the success of the whole.
Authentically expressing joy to new cohorts for commencing their studies, dedicating time to produce quality and absorbing presentations that convey your value of them as students, and becoming familiarised with them as individuals or alternatively understanding the personal profile of the student cohort are small gestures that over time filter a sense of belonging which enables educational engagement and motivation.
Feedback from a future Midwife
In my teaching to first year Bachelor of Midwifery students, my recurrent use when talking and in PowerPoint and H5P presentations of the phrase ‘future midwives’ (welcome future midwives, hello future midwives, thank you future midwives) is what drew my attention to the power of the small gesture, with one student stating:
I am a first year BMid student at UTS. “Thank you, future Midwives” is a statement Annabel has used since our first day. A small statement that demonstrates her belief in our success as a student from Day One. Annabel inspires me through her clear passion and knowledge of Midwifery but also through her unwavering belief in my ability to succeed in this profession. I enrolled into University through an Indigenous pathway program called Unistart. Annabel provided me with a sense of belief in myself through her teaching and her ability to make me feel a sense of belonging regardless of my entry pathway. Annabel has taught with understanding, and I feel a sense of mutual respect through all levels of communication. She is supportive of my sense of safety in my learning environment.
The sentiment of this student about my small gesture of using language to convey my belief in her success is both humbling and inspiring.
What is something said or done within the specific context of the education program that can be considered a small gesture, that, layer upon layer, disseminates a message that each student belongs in the academic environment?