Afterword: EDI and the PGR teacher experience: issues, opportunities and aspiring to an inclusive future in Higher Education

Abstract

PGR teacher ‘liminality’ is well documented, but when seen through the lens of equality, diversity and inclusion, the story becomes more nuanced. This Afterword looks through this lens, considering affordances, opportunities and issues arising for PGR teachers, thinking about their place in a sector which increasingly seeks inclusion. The author makes observations relating to recent institutional evidence and published literature, as well as considering how EDI can be most meaningfully understood in professional learning. She concludes with a celebration of PGR contributions to EDI and a stance that PGRs need to be central to the ambitions of inclusive University futures.

It is a privilege to be invited to write the Afterword for the JPPP, the third issue of this journal and, therefore, the third year of the Warwick Postgraduate Teaching Community (WPTC). Building on the eloquent contributions of our PGR authors in this issue, I would like to conclude with some thoughts about the wider context, the issues related to PGRs and equality, diversity and inclusion and how this fits with my own work, in professional learning.