Meet the Expert | EDI in Teaching Practices with Robert Koglek

How can universities move beyond “diversity as a topic” and embed equity and inclusion into everyday teaching practice? In this interview, we explore the concept of diversity reflexivity as a powerful pedagogical stance that challenges educators to reflect not only on who their students are, but also on who they themselves are in the classroom.

Drawing from social work and higher education practice, the conversation examines how power, positionality, and institutional norms shape teaching, assessment, and student participation. Rather than treating diversity as an add-on or a checklist, diversity reflexivity is presented as an ongoing process of critical self-reflection—one that makes implicit assumptions visible and helps prevent the reproduction of inequality in higher education.

The interview highlights practical ways educators across disciplines can implement reflexive teaching, the role institutions play in supporting this work, and why discomfort and vulnerability are essential to meaningful learning. Ultimately, it shows how diversity reflexivity can strengthen teaching quality, student engagement, and social responsibility in universities.

Watch the interview to discover how reflective practice can transform classrooms—and institutions—from the inside out.