To strengthen inclusive teaching practices and promote sensitivity toward diverse learner experiences, a comprehensive session titled “Gender and Diversity in the Classroom: Issues and Challenges” was conducted at BUITEMS on May 29, 2025. The session was organized by Dr. Bilal Sarwar and Ms. Sajjida Reza, bringing together university faculty members and final-year students of the BS Education program for a shared learning experience.
Session Objectives
The workshop aimed to:
• Explore theoretical frameworks on diversity and inclusion
• Reflect on real-life classroom challenges through case-based discussions
• Equip faculty with inclusive and transformative pedagogical tools
• Prepare students to become future educators who are equity-oriented
Interactive and Theory-Driven Learning
Drawing from the scholarship of Prof. Dr. Jawad Syed (LUMS), the session incorporated diverse frameworks including:
• Social Identity Theory
• Intersectionality (Crenshaw, 1989)
• Bourdieu’s Theory of Cultural Capital
• Transformative Pedagogy (bell hooks, 1994)
These frameworks helped participants critically examine classroom dynamics, biases, language barriers, and how identities (gender, class, ethnicity, religion) shape student participation, access, and sense of belonging.
Exploring Real-World Caselets
To contextualize learning, the session featured a rich set of eight classroom caselets, including:
• “Birds of a Feather” – Language-based grouping and exclusion
• “The Missing Voice” – Sectarian identity and silence
• “The Front Row” – Gender norms and co-ed discomfort
• “Who is Authentic?” – Navigating microaggressions
• “More Than Just a Scholarship” – Class-based privilege and academic confidence
• “Caught in the Crossfire” – Navigating identity in national conflict
• “A Different Way of Showing Up” – Supporting neurodiverse learners
Each caselet was discussed in small groups, allowing faculty and students to propose inclusive teaching responses and reflect on subtle yet powerful dynamics that impact learning.
Student-Faculty Co-Learning Approach
Final-year BS Education students contributed meaningfully by sharing classroom observations from their practicum experiences. Their voices enriched the session, bridging theoretical insights with practical, on-ground realities. This intergenerational and interdisciplinary dialogue was a hallmark of the session's success.
Next Steps: From Training to Transformation
To ensure continued learning and institutional impact, participants will engage in two key follow-up activities:
1. Teaching Squares
Small reflective groups of faculty and students will:
• Observe each other’s classroom practices
• Offer peer feedback
• Share experiences of implementing inclusive pedagogy
2. Mock Sessions
Before cascading the training within departments and faculties, participants will conduct mock sessions to:
• Refine their delivery and discussion facilitation
• Prepare materials tailored to their disciplinary context
• Receive peer and mentor feedback for improvement
Conclusion: Toward Transformative Classrooms
The session concluded with a shared commitment among faculty and students to advance equity, voice, and justice in BUITEMS classrooms. As Dr. Bilal Sarwar noted,
“An inclusive classroom is not about adjusting content—it’s about transforming mindsets. Diversity must be seen not as a challenge, but as an asset to meaningful education.”
This initiative marks an important step in BUITEMS’ ongoing efforts to build a more inclusive and socially responsive higher education ecosystem.