Unlike the ethnoscapes arising within the connecting processes of globalization explored in Chapter Two, education is a planned and deliberate intervention intended and designed to provide experiences to enable learning in particular ways. This is the space of the formal curriculum. University learning is also enacted in spaces where unplanned, non-deliberate, unintended experience unfolds – experience framed by the unspoken, implied, tacit norms and rituals permeating those spaces. These are the spaces of the hidden curriculum. Those spaces are populated by students, and each individual student and her students-as-peers have a significant impact upon the ways she and they experience their learning. As the composition of faculty and students become increasingly diverse, so do the responsibilities of all to all within the learning spaces they occupy. Clearly, being diverse and doing diversity are hugely different (Ahmed, 2006, cited in ECU, 2015, p. 4), and ‘[h]istory teaches us that left alone, diversity may exist, but inclusion may not’ (Winkle-Wagner & Locks, 2014, p. 4). Whatever the nature of a learning activity, the people within the learning space significantly influence how everybody is enabled or disabled from participation and learning.
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