ABSTRACT
In this chapter the author argues that in systems of mass higher education, a university teacher cannot reasonably be asked teach in order to meet particular student needs, approaches to learning, learning styles or diversity in academic ability, or any other form of diversity. Published research papers on these topics tend to provide practical solutions to the problems that could only be described as ‘good teaching’. So, teachers play their part, but responsibility for addressing issues of inequality, diversity and ability also lies with a co-ordinated range of specialist service providers. In this argument, the best that a teacher can do is teach well and provide good curriculum design for his or her subject. One option that goes a long way towards teaching all students is to structure courses and teaching around an essential core of ‘powerful knowledge’, an idea that sits within the critical traditions of university education.
