Intersectionality, challenging stereotypes, and embracing diverse identities (Crenshaw, 2017; Haraway, 1988) are crucial for reshaping student-teacher dynamics, offering focused support for marginalized groups, and fostering inclusive environments (Coventry City of Culture, 2021). Despite societal constraints from power dynamics and intersectionality (Foucault, 1972; 1973), particularly affecting Black individuals (Burke & McManusb, 2011), educational settings can perpetuate stereotypes, worsening challenges for marginalized students.
Inspired by Freire’s principles from 1970, I propose “Living in the Moment” to strengthen statistical foundations for evaluating competing projects, emphasizing statistics’ importance in open-access classrooms. This approach integrates mindfulness (Andre, 2014) and “Sharing Together” for students needing quantitative project support, whether attending open-access classes or not. Students will reflect on Myblog and engage inclusively via Slido during and after open access sessions.
Challenges include potential difficulties in using Myblog. To address this, I will provide detailed guides, technical support, and a FAQ section. During the MSc and BSc course reapproval in summer, I plan to conduct an introductory workshop with lecturers and the course leader to familiarize students with the platform. To improve the quality of reflections and statistical test preparations, I will provide examples of high-quality reflections from past students’ troubleshooting sessions and offer guidelines on Myblog.
Facilitating student interaction in open access is vital for collaboration. Drawing from Freire’s principles of dialogue and praxis, I will encourage open discourse, hands-on data management, group blogging, and peer presentations. This fosters statistical application, interactive communication, and skill enhancement. I will address privacy settings to alleviate sharing concerns and discuss cultural diversity to emphasize diverse perspectives’ importance (Haraway, 1988).By fostering cultural diversity in open access class and promoting a sense of belonging, this intervention aims to ensure no student is left behind, ultimately creating a cohesive and supportive learning environment where diversity and inclusion are fundamental.
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