The internet brought us access to almost the entire body of human knowledge, a previously unimaginable ability to connect, share and collaborate. It was inevitable that this would transform the educational landscape, creating a linguistically and culturally diverse learning environment. Fundamentally this environment would of course be open to all, so why hasnât this occurred? Marginalised groups including individuals with disabilities, family carers and those from low income families are persistently under-represented in our higher education institutions. While this certainly raises questions in relation to equality, it also invites us to consider the calibre of discourse in our learning communities. The absence of these groups removes experiences and perspectives with the potential to enrich and challenge the status quo. If educational cohorts embody a distorted representation of society, how can they prepare students to contribute to and improve their own communities?