Date: Thursday 10 July 2025

Time: 10am – 4pm (lunch and refreshments provided)

Location: 8th Floor, Bush House, 30 Aldwych, London WC2B 4BG

Join us for a hands-on workshop designed to support educators in embedding inclusive education into their modules, programmes, student interactions, and teaching approaches.

This in-person session offers a collaborative space to explore inclusive teaching practices, drawing on insights from a recent project to decolonise and diversify modules at King’s Business School. The case study will serve as a springboard for wider, forward-looking discussions and practical application. While the workshop will touch on both decolonisation and diversification, its broader focus is inclusive education in its many forms, such as representation, accessibility, voice, and belonging.

The day will include:

• Presentations from the project team, including student voices
• A panel of expert HEI professionals sharing practical examples of inclusive education
• Interactive activities to help participants reflect on and adapt their own teaching approaches and content
• A practical framework for reviewing and developing more inclusive content

Participants will leave with:

• A deeper understanding of inclusive education and its relevance across disciplines
• A practical tool to support inclusive curriculum design
• A stronger network of educators and HEI professionals working in this space

The workshop is relevant for anyone in higher education interested in more inclusive teaching and educational offerings.

Our Panel include: 

Dr Caroline Chapain – Associate Professor, University of Birmingham, and co-lead on the Birmingham Business School Decolonisation Project

Caroline Chapain is an Associate Professor in Management and one of the co-leads of Birmingham Business School Decolonisation Project, project which is the subject of a SAGE case report to be published this May 2025. Born of French nationality, Caroline has studied, worked and lived in France (20 years), Canada (10 years) and the UK (20 years). In addition, she did her Ph.D. in Mexico. This cross-cultural experience made her reflect on the notion of identities and cultural practices as well as issues related to the production of knowledge. 

 

Professor Sally Everett – Professor of Business Education, King’s College London, and editor of the new textbook “Diversity, Equality and Inclusion in Business Management”.

Sally is Professor of Business Education and Vice Dean (Education) at King’s Business School, King’s College London. Sally was the Academic Lead for Inclusive Education for King’s College London (2019-2023), and is currently the Equality Officer for the Association of National Teaching Fellows, and a member of the Chartered Association of Business School’s Race Equality Working Group and their Equality and Diversity Committee. 

 

 

Mr Sami Safadi - Academic Student Success Lead, University of Salford, and author of the course “Decolonising through Reflexive Practice”

Over the past 15 years, Sami has worked in higher education (HE) in different countries and institutions. His diverse experience encompasses quality assurance in HE, EFL & EAP, learner academic and skill development, inclusivity in HE, decolonizing HE, enhancing student experience and belonging, and data-driven decision-making in HE. Sami’s educational philosophy is rooted in the belief that true education is a form of activism. He advocates for engaging in decolonial approaches to knowledge and education as the path to achieving a truly equitable and just education system, from research to teaching. This conviction has led him to focus on decolonizing education and empowering students in higher education for equity.

Dr Danielle Tran – Associate Professor, UCL, and author of the book ‘Decolonizing University Teaching and Learning’

Danielle is Deputy Director of the Higher Education Development & Support Institute at UCL, where she is also Associate Professor (Teaching). Prior to joining HEDS, she was Director of Education and Reader in Developmentally Disruptive Practices and Pedagogies at the University of the Arts London. Danielle has worked at various UK HE institutions across different roles and areas, and is a HEA Principal Fellow. Her research interests include decolonising teaching and learning, belonging, and reflective practice.