Teaching about the City through the Sensory: Pedagogical Interventions in Equality, Diversity and Inclusion (EDI)

This paper explores the pedagogical approaches of teaching sociological and anthropological concepts through sensory experiences in urban spaces, emphasizing key principles of equality, diversity, and inclusion (EDI). Traditional pedagogy often relies heavily on textual analysis and theoretical discourse, which may inadvertently marginalize diverse perspectives and learning styles. By deploying sensory pedagogical methods that include visual arts, soundscapes, and tactile experiences, educators can harness a more inclusive environment that resonates with a wider range of students. Employing the sensory as pedagogical tools not only enriches the learning experience but also highlights the varied social realities shaped by culture, identity, and environment in cities. These interventions thereby allow students to engage with sociological concepts on a personal level, bridging theoretical knowledge with lived experiences. At the same time, this method strives to advance forward equity by recognizing and valuing the diverse backgrounds of students, encouraging participation from those who may feel marginalized in traditional discourse. By facilitating discussions around sensory experiences, educators can create a safe space for dialogue, where all voices are acknowledged and valued. This not only enhances critical thinking but also empowers students to explore their identities and the sociocultural factors that shape them. Ultimately, incorporating EDI principles into sensory-based teaching fosters a holistic learning milieu that respects and celebrates diversity that not only deepens students’ understanding of sociological and anthropological concepts but also prepares them to engage thoughtfully, critically and empathetically with and in a complex world.