Researching and studying diversity

Studying and researching diversity at the Faculty of Humanities entails fostering an inclusive and more equitable learning environment that offers students:

Diverse perspectives to approach one issue.
A range of diversity-related courses (click here for an overview of the D&I courses in this year’s academic programmes).
engagement with emancipatory research.
opportunities to amplify marginalized voices – both in their studies and extracurricular activities, such as organizing student-led initiatives through the JEDI Fund.
Instruction and supervision of experts on D&I issues at our faculty.

Ariadne Schmidt Professor by special appointment of History of Urban Culture, in particular of Leiden
Annemie Halsema Professor by Special Appointment Philosophy
Angelika Koch-Low University Lecturer Premodern Japanese History and Culture
Elena Paskaleva Assistant Professor Critical Heritage Studies of Asia and Europe
Kayhan Valadbaygi Researcher / Guest
Karen Smith University Lecturer
Looi van Kessel University lecturer
Mo Gordon Assistant professor
Noa Schonmann Assistant Professor
Nanne Timmer Associate professor
Sara Polak University Lecturer
Vineet Thakur Assistant professor
Marlou Schrover Professor of Economic and Social History
Marion Pluskota Assistant professor
Paul van Trigt Assistant Professor
Janet Connor Assistant Professor

If you would like to suggest other diversity experts from the Faculty of Humanities, please get in touch with us viadivers-inclusief@hum.leidenuniv.nl.

Kim Beerden

University Lecturer at the Institute for History

For me, inclusive education means the integration of research and teaching. High-quality historical research reveals different perspectives and students learn to look at them critically. In that sense, inclusivity is inherent to the profession of (aspiring) historians. We can also ask questions within the study programme: do we show these different perspectives during the recruitment? Do we really display the whole spectrum of research topics in our curriculum? Is documentation for students and teaching staff written in such a way that it makes everyone feel welcome and included in the study programme? In other words, a lot is possible within the existing frameworks!

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