Towards diversity and inclusivity in education – the SLE Postgraduate Programme as a learning lab

By Miriam Holländer and Margitta Minah

Bringing more diversity and inclusiveness into education requires challenging hierarchies of knowledge, questioning whose voices are heard and creating space for multiple perspectives and lived experiences. For institutions that train future development professionals, this means rethinking not only what is taught but also how learning takes place, who is involved and whose knowledge is valued.

At the Centre for Rural Development (SLE) at Germany’s Humboldt-Universität zu Berlin, these questions have become central. Since 2024, the Postgraduate Programme "International Cooperation for Sustainable Development” has taken important steps towards becoming a more inclusive and diverse learning space. With instruction now in English and equal distribution of participants from Germany or Europe and countries receiving official development assistance (ODA), the programme has diversified its cohort of 20 Young Professionals and deepened its engagement with questions of equity, representation and knowledge co-creation.

The programme is designed for Master graduates with initial work experience of up to two years from diverse disciplines, seeking an entry into the professional field of international cooperation. The programme is structured into two main phases: an interactive course programme in Berlin focused on methods and topics related to international cooperation, followed by Joint International Research Projects (JIRPs) prepared in Berlin and implemented in partner countries and with partner organisations (see Figure below). In these projects, SLE participants take the lead and combine theory and practice through group work on real-world challenges. Additionally, the programme supports career preparation with organisation exposure, job application training and personalised coaching.

Overview of the SLE study programme structure.

The programme emphasises participatory and dialogical learning forms, which are central to the SLE identity. This approach is constantly evolving, particularly with the growing diversity of the group. Learning here is not viewed as a consumption of knowledge, but as active co-creation – focusing on self-reflection, personal contributions and engagement. As one international alumnus observed, most classes “felt alive through discussions blended with different disciplinary, cultural and regional perspectives. It's enriching to hear how each person approaches a problem from their background and region. Listening to a wide range of views and trying to connect all the dots felt like a real work setting in international cooperation.”

Didactic strategies 

At the heart of SLE’s philosophy lies a commitment to knowledge co-creation, e.g. through rethinking not only what is taught, but also who teaches. The programme engages with diverse, plural knowledge systems by intentionally incorporating perspectives from all world regions. While SLE has not yet achieved equal representation of global knowledge systems, it is actively and self-critically working towards that goal – an effort significantly enriched by the international composition of its participants. Central to this approach is SLE’s co-research model, especially within the Joint International Research Projects. Rather than conducting research on communities, SLE emphasises doing research with them – valuing all participants as knowledge producers. Furthermore, SLE continuously strives to diversify its pool of trainers and guest lecturers, many of whom are practitioners in International Cooperation, and since the corona pandemic, the programme has increasingly included guest contributions from the Global South via digital formats.

SLE employs reflexive learning methods that encourage participants to continually question their own assumptions and reflect on their individual positions – both within the learning group and in the broader context of international cooperation. This includes critical engagement with power dynamics that shape development practice. For instance, during the programme’s introductory phase, participants are invited to explore how their backgrounds influence their understanding of development, setting the stage for a deeper, more personal engagement.

A dedicated five-day anti-racism training offers further space to examine personal privilege and concepts like critical whiteness, while an accompanying empowerment workshop supports BIPoC participants in exploring their own experiences and identifying helpful empowerment strategies – it is one of the programme’s explicit goals to critically self-reflect and learn on intercultural sensitivity. Structured reflection sessions, journaling exercises and plenary discussions on power, privilege and equity are scheduled throughout the year. For example, from the perspective of a German female participant, one alumna notes:

“The international (…) learning atmosphere was a huge asset as it opened my eyes to new perspectives on different topics. With only 20 people in the group, we got to know each other deeply over the course of the year and could express opinions we might not have been voiced in other, more formal settings. This openness made room for honest discussions on difficult topics such as racism, white fragility and feminism, conversations that were uniquely enriching due to the international composition of the group. However, of course different opinions on these and other societal topics also created sometimes difficult group dynamics. One big learning was, maybe, how to stand to your own values but still be flexible and open to other opinions and to what extent you are able to compromise.”

At SLE, learning is fundamentally collaborative. Dialogical, participatory formats, group work and a strong workshop character foster peer learning and emphasise the idea that everyone – trainers included – is both a learner and a contributor. This approach cultivates a shared sense of responsibility – participants are encouraged to actively shape their own learning process while also supporting the group’s development. The key questions become: How can I engage meaningfully? What contribution can I make? An international, female alumna reflects:

“Working with peers from such diverse professional and academic backgrounds was one of the most enriching aspects of the programme. Our different approaches often led to productive friction, but also to creativity. This helped me appreciate that there isn’t one single ‘right’ way to approach complex problems.”

Practice and problem orientation are at the core of SLE’s approach, especially in the Joint International Research Projects (JIRPs). Participants engage with real-world challenges defined by practice partners, exploring where theoretical frameworks succeed and where they fall short. Learning follows an iterative process of reflection, action and adaptation, allowing participants to co-develop context-sensitive solutions grounded in practical realities. An international alumna reports on her JIRP experience in Senegal:

“It really challenged me – both in managing stakeholder relationships and adapting our research plans to realities on the ground. It was a vivid example of how unpredictable and relational fieldwork is, and taught me the importance of humility, flexibility and active listening.”

At SLE, the group itself becomes a site of learning. Participants are encouraged to reflect not only on what they learn, but how they learn together. The group acts as a social microcosm – mirroring global inequalities, prompting intercultural dialogue and raising awareness of power dynamics, language and positionality. SLE tries to promote a learning culture where participants can also embrace discomfort – only by leaving the comfort zone does learning take place. Through structured reflection spaces and feedback formats, social tensions, conflicts and unspoken norms are made visible and worked through. This process includes elements of “unlearning” as participants renegotiate belonging, navigate power relations and find ways to manage closeness and distance within the group – shaped by diverse life experiences and personal stories.

Recognising persistent challenges

The shift to a more inclusive, diverse and participatory learning model also brings challenges. Participants arrive with diverse academic backgrounds, expectations and levels of experience with reflection-based or group learning. To support cohesion, SLE implements a two-week onboarding phase and ongoing clarification of group roles and norms. Discussions – especially around topics like race, power or privilege – are never equally accessible to all, and the programme acknowledges this by fostering a culture of care. While SLE aims to create a “safer space” for learning through mistakes, it also recognises that no space is ever completely safe for everyone. Beyond the classroom, questions of access persist: who hears about the programme, who can realistically apply, and who is excluded by current outreach channels? Additionally, many international alumni face systemic barriers when entering the German labour market, from visa restrictions to language hurdles – challenges SLE seeks to address through coaching and language support.

Final reflections and looking forward

SLE is on a continuous journey to become a more inclusive, reflexive and critically engaged learning space. While far from perfect, the programme strives to challenge dominant knowledge hierarchies and create space for multiple voices, perspectives and experiences. Its didactical strategies – ranging from co-research and collaborative learning to deep personal and group reflection – aim not to offer final answers, but to open up questions. In doing so, SLE sees itself as part of a broader movement working toward more equitable forms of international cooperation and education – aware that this work is ongoing and that each cohort contributes to shaping what comes next.

The commitment to mutual learning doesn’t end with the programme year. After completing the course, participants are invited to join a mentoring programme, connecting with alumni who share insights from their professional lives. These exchanges offer valuable orientation and support. This is a way to continue the conversation and to stay engaged in a growing network that holds space for critical reflection, solidarity and transformation.