From polarisation to connection: counterspaces and reverse mentoring in higher education

Increasing polarisation and barriers to equity, diversity and inclusion work leave many arts and humanities educators unsure of how to continue creating spaces that nurture both academic success and a sense of belonging.

Inclusive teaching has traditionally been viewed as a shared responsibility for institutions and educators. But with limited structural support, educators need to find new approaches.

If we look beyond higher education at what youth workers, community groups and artists are doing, a common practice could provide an effective starting point: counterspaces. These are environments intentionally designed to foster belonging, dialogue and mutual understanding, particularly for underserved and minoritised groups.

Counterspaces in higher education

To create counterspaces in higher education, we need to move from symbolic to university-wide commitments to strengthening staff-student relationships. This means treating an understanding of students’ backgrounds, experiences and learning preferences as foundational to engagement and academic success. An intersectional approach can help us better understand how aspects of identity shape students’ learning experiences. 

For example, a mature student balancing study with caring responsibilities might engage differently with group work than a recent school leaver, while an international student studying in a second language might face different participation barriers from a home student with a disability. Looking beyond a single aspect of identity helps lecturers understand how multiple factors can interact to influence confidence, participation and academic outcomes.

Counterspaces treat difference as a resource rather than a problem. For example, when students bring different perspectives to a discussion, lecturers can encourage them to explore those differences rather than resolve them quickly. This can help students develop critical thinking, communication skills and empathy. 

Counterspaces also require us to address bias constructively rather than accusingly. For example, if some students participate more than others, lecturers can encourage the group to reflect on whose voices are being heard and why. This helps students recognise how assumptions and habits can shape classroom interactions.

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Empathy needs to be embedded into teaching in counterspaces. This is particularly important when navigating difficult or controversial topics in increasingly polarised learning environments. Freedom of expression must sit alongside a responsibility to ensure that all students feel safe, respected and able to fully participate.

Counterspaces can be general or more thematic. They can be dedicated to exploring an issue such as social justice, well-being or substance abuse prevention, and be embedded into modules across disciplines. Activities could include group discussions, reflective exercises, role plays and creative activities – and these are integrated into lectures, seminars and assessments throughout the course.

Dialogic counterspaces bring together a range of voices including lecturers, alumni, current students and prospective minoritised students to reflect collectively on academic issues and professional practice.

Reverse mentoring as a counterspace

Widely used in sectors such as healthcare and industry, reverse mentoring involves a deliberate shift in roles: students take the lead in sharing their experiences, perspectives and ideas, while lecturers take the roles of listeners and learners. 

In a university setting, reverse mentoring can create a powerful counterspace. It provides a structured opportunity for students – particularly those from under-represented backgrounds – to articulate their experiences of teaching, curricula and belonging, while developing important skills such as communication, leadership and project management. At the same time, it allows staff to engage with these perspectives in a collaborative way.

For reverse mentoring to work well, a few principles are key:

• Create neutral spaces beyond offices to reverse hierarchies and encourage students to speak openly 
• Be clear about purpose and expectations so participation feels meaningful rather than symbolic 
• Focus on dialogue but resist the temptation to take over discussions
• Act on practical insights so students can see how their contributions lead to change. 

When done well, reverse mentoring can improve collaboration and curricula development, build deeper understanding of structural barriers and reduce awarding gaps.

From individual practice to wider change

Institutions still need to invest in and recognise this work as central to teaching and learning, rather than as an optional add-on. While individual educators can do a great deal, inclusive teaching should not depend on personal commitment alone and reverse mentors should be compensated for their emotional labour. 

Even in constrained environments, counterspaces and reverse mentoring offer practical ways to sustain momentum. They allow us to focus on what is within our control: how we relate to students, how we design learning experiences and how we create conditions for meaningful dialogue.

In doing so, we can begin to move from polarisation towards connection, one counterspace at a time.

Mazal Oaknín is associate professor (teaching) at UCL.

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