Abstract
In this paper, we adopt an autoethnographic method in critically reflecting on our own ever becoming identities as educators and our personal development and learning from our teaching experience following the development of a new UG module on diversity and inclusion. We employed an inclusive approach to both curriculum design and in classroom delivery, to create and facilitate a ‘democratic classroom’ environment. Here, we use an intersectional lens to reflect on our positionality in the classroom, our learning and development with regards to our teacher identity in this space as inclusive educators and how our pedagogic practice has evolved throughout teaching on the module. In sharing this, we aim to offer insights into our challenges in pursuing a safe and inclusive classroom and explore a reflexive, collaborative approach for professionals within HE to foster a more inclusive approach to learning and teaching.