Equality, diversity and inclusion: learning from laying our cards on the table

This article presents preliminary findings from a study designed to evaluate, develop and disseminate cards resource developed support dialogue learning about EDI. Experience of creating explore disciplinary thinking at the Universities Hertfordshire (UH) East Anglia (UEA) (Jarvis Clark, 2020) was instrumental in design. The is based on concept using ‘serious play’, ‘special kind intense experience’ (Rieber et al., 1998, p.30, 29, original emphasis) reflective, inclusive transformational (Peabody Noyes, 2017). Staff students UH UEA who facilitate attend sessions which are used contributing research. Before sessions, facilitators briefed guidance, cards, possible exercises for them. At end participants invited take part reflection activity. Facilitators asked context, activity, observations participant response their learning, facilitator’s plans future EDI activities. Participants questioned role thinking, what learnt, how this will impact interaction with others. Preliminary indicate working contexts, particular they initiate conversations around personal lives, share stories relating equality, diversity inclusivity, order make abstract terms more vivid. responds need research-informed resources use encourage respectful, address topics staff higher education. Drawing shared here, new being added current card set together blank allow users generate own cards; comprising considered.