Spirals of inclusive curriculum design: Diversity of leadership, thinking and voice

Abstract

This paper explores the development of an inclusive, employability-informed Level 5 common curriculum within the Faculty of Humanities, Arts and Social Sciences at Lancaster University. Drawing on Hui’s (2023) articulation of the need for spiralling processes of unlearning, redoing, and relearning, we describe how this project sought to reimagine curriculum design as an inclusive and recursive practice. We examine how intentional spaces were created to enable collaboration between academics, professional services staff, and students, challenging traditional hierarchies of expertise and authority. Through reflection on leadership, design processes, and student engagement, we offer insights into the messiness and opportunities with inclusive curriculum development. Our findings suggest that inclusion requires more than just content reform, it demands structural and methodological shifts that centre diverse voices and foster ongoing dialogue.