From Reflection to Action

Daylong Professional Development Program for Higher Ed. Educators

Facilitated by University of Melbourne in partnership with O.P. Jindal Global University

From Reflection to Action

Interactive Masterclass + Hands-on Workshop

Date & Time: This daylong professional development program will be offered on two days. Certificate will be presented after successful completion of Masterclass and Workshop.

Participants can register for Either November 19 or November 20,

10:00 AM – 5:00 PM

(with 1-hour lunch break)

(light morning tea, lunch, and light afternoon refreshment provided)

Venue: Melbourne Global Centre, Delhi

Who Should Attend:

Educators, academic developers, and researchers across disciplines in higher education committed to inclusive pedagogy, reflective practice, and transformative teaching.

Overview

This integrated daylong program brings together reflection and action in a single immersive experience. Educators will first engage in deep self-reflection on identity and positionality, then translate these insights into inclusive, transformative classroom practices.

By combining these two interconnected sessions into a single day, participants will:

• Explore how identity, lived experience, and positionality shape teaching philosophies and classroom dynamics.
• Move from introspection to action, co-creating strategies for inclusive, human-centred learning environments.
• Engage in transnational dialogue, fostering collaboration and shared practice between Indian and Australian educators.

This initiative aligns with the Melbourne Global Centre (MGC) – Delhi’s goals by supporting meaningful engagement, capacity building, and future research collaborations across institutions and disciplines.

Program Schedule

9:30 – 10:30 – Arrival and Morning Tea

10:30 – 12:30 – Masterclass

Who Are We: Unpacking Identity and Positionality in Pedagogy

· Reflect on how identities, cultural, social, and institutional contexts shape teaching.

· Engage with prompts: Who am I? What do I bring? What lenses shape my view?

· Consider how positionality shapes teaching philosophy, student relationships, and knowledge engagement.

12:30 – 1:30 – Lunch Break

1:30 – 4:30 – Workshop

Inclusive Classrooms: Embedding Identity, Belonging, and Positionality in Practice

• Translate reflective insights into actionable, inclusive teaching strategies.
• Explore how educators’ and students’ intersecting identities shape curriculum, pedagogy, and assessment.
• Co-create strategies to foster equity, belonging, trust, and human-centred learning environments.

Interactive Activities Include:

• Mapping identity and positionality in teaching content and student engagement
• Practicing relational feedback strategies centred on empathy and cultural responsiveness
• Designing classroom practices that foster trust, respect, and inclusion

Expected Outcome: By the end of this program, participants will leave with concrete tools, strategies, and insights to teach with presence, purpose, and relational awareness. The integrated masterclass and workshop create a continuum from self-reflection to pedagogical action, enabling participants to:

• Translate identity and positionality into inclusive, human-centred practices
• Develop a nuanced understanding of how their own and their students’ identities shape learning
• Gain practical strategies to create classrooms that foster equity, belonging, trust, and transformative educational experiences

4:30 – 5:00 – Certificate Presentation, Networking over Afternoon Tea

For further information, please contact:

Dr Nira Rahman (nira.rahman@unimelb.edu.au) or Dr Callum Reid (callum.reid@unimelb.edu.au)