Navigating Institutional Racism in British Universities

Sian, Katy P.

doi:10.1007/978-3-030-14284-1

Cited by 67 publications

(40 citation statements)

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“…In her special issue on race and development, Uma Kothari (: 20) takes the analysis a step further by arguing that the ‘silence around “race” allows Western practitioners [and I would add Western scholars] of development to avoid being accountable for the powers, privileges and inequalities that continue to flow from whiteness’. Importantly, if we take seriously Katy P. Sian's premise (: 146, 172–73) that racially marked academics have been rendered invisible by structural forms of institutional racism and ‘the sidelining of race … in the [British] academy’, where development studies as an academic discipline was birthed, then it is no wonder that an interrogation of race is relatively absent in development scholarship.…”

Section: Intersecting Race and Development: My Personal Journeymentioning

confidence: 99%

De‐centring the ‘White Gaze’ of Development

Pailey¹

2019

Development and Change

149

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In its crudest form, development has traditionally been about dissecting the political, socio-economic and cultural processes of black, brown and other subjects of colour in the so-called global South and finding them regressive, particularly in comparison to the so-called progressive global North. However, in the midst of a 21st century, de-colonial scholarly pivot, 'opening up development' fundamentally demands turning the colonial, 'white gaze' on its head. In particular, contemporary social media movements challenging white supremacy such as #BlackLivesMatter have gained prominence while non-white development actors such as China have emerged as enticing alternatives. These phenomena have pried open development with both positive and negative results, intended and unintended consequences. This article seeks to put Critical Development Studies into fluid conversation with Critical Race Studies in an examination of how scholars, policy makers and practitioners have simultaneously succeeded and failed in subverting the 'white gaze' of development.

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Section: Intersecting Race and Development: My Personal Journeymentioning

confidence: 99%

De‐centring the ‘White Gaze’ of Development

Pailey¹

2019

Development and Change

149

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“… Recognize that the demographics and context of an institution will change the workload for specific social groups (for example, a university with only a few Black faculty may lead to disproportionate work done by those faculty members to support the growing number of international Black students; or a university seeking to expand its Indigenous programing will encompass more care-work by Indigenous women in support of male Indigenous faculty and Indigenous students).  Hire more BIPOC faculty (Sian 2019), with the understanding that more BIPOC faculty is not the same as equitable work distribution.…”

Section: Addressing Racism As a Workload Issue: The Limits And Possibmentioning

confidence: 99%

“…In addition, there is an established literature specifically on race and universities which has critically addressed issues of teaching and learning, the language of 'diversity', human rights, multicultural and/or anti-racist pedagogy, Indigenizing the academy, postcolonial knowledge, and experiences of women of colour and Indigenous women in the academy (such as Alfred 2007;Ahmed, B. 2008;Carty 1991;Ford 2011;Godlewska, Moore and Bednasek 2010;Harris 2012;Henry and Tator 2012;Kovach 2009;Mihesuah and Wilson 2004;Sian 2019;Smith 2012;Rodriguez, Gonzales-Howell, and Anesi 2012;Turner, Gonzalez, and Wood 2008). But typically, racism is treated as a matter of equity or discrimination rather than an issue of workload.…”

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confidence: 99%

“…The report highlights that faculty in both higher education and further education sectors are working on average more than two days unpaid every week; that workload is unmanageable and unsustainable for the majority of academic staff and lecturers; that faculty are taking on more responsibility and administration; and that professional and career development is suffering as a result of increasing workload pressure. Without a doubt, the UCU is an innovator in developing tools to track workload, and yet, the 2016 report says nothing about racism as a workload issue, despite the fact that racism is endemic in British universities (Sian 2019). It may be the case that in general UK unions lead the way on establishing internal mechanisms for the self-representation of oppressed groups; such vehicles help develop consciousness of group concerns, confidence and skills, and an infrastructure to formulate policies (Colgan and Ledwith 2002;Gumbrell-McCormick and Hyman 2013).…”

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confidence: 99%

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Racism as a Workload and Bargaining Issue

Dhamoon

2020

SS/ES

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My main contention is that racism should be read beyond the registers of attitude, discrimination, human rights, or harassment -rather, I approach racism as a workload issue that labour organizations and employers need to address at the level of collective bargaining. To explore this argument, I focus on racism and workload as it relates to Black faculty, faculty of colour, and Indigenous faculty in universities and colleges in Canada, although the argument can be applied to other job types and other places. While there is significant research on racism in universities, it remains largely disconnected from the literature on workload in universities. Many unions have policies and statements in support of local, national and international anti-racist struggles, but the idea of racism as a workload issue has not been seriously taken up by unions/associations, or for that matter by anti-racist activists on university/college campuses. I offer reasons why racism is a workload issue, and consider the potential role of unions in addressing racism.

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“…Adomako Ampofo, 2016; Bhopal and Pitkin, 2020, Sian, 2019). Priding themselves as 'liberal' and 'post-racial' universities perpetuate "patterns of privilege" that are "structured by whiteness", inflicting micro and macro-aggressions to staff and students of colour (Sian, 2019). It took the scale and gravity of the 2020 BLM -sparked by 8 minutes and 46 seconds of moving images of George Floyd's killing -to force some universities to act.…”

Section: Tricky Topicsmentioning

confidence: 99%

Power, Play and Pedagogy through the PowerPoint Performance-Lecture

Tan¹

2020

IJMAR

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What could a visual-led approach to the learning and teaching of complex issues look like for a short online synchronous session? Through a playful performance-lecture exploring concepts in diversity, interdisciplinarity and social change entitled What could a neurodiversity-led 2050 look like?, this paper outlines the possibilities of visual-centred approach, using the ubiquitous Microsoft software PowerPoint (or open-sourced equivalents like Google Slides and Prezi). It seeks to contribute to discourses and practices around role of visual approaches in Higher Education (HE) to address ‘difficult’ topics like power and inequality in an engaging manner, and to empower learners as active participants, including those who may be think visually, such as dyslexic learners. Such approaches will be urgent in a reality characterised by profound socio-political injustice highlighted by Black Lives Matter (BLM), and amid a global pandemic, where teaching occurs online, and where learners and teachers alike may be short of time, attention and resources. Highlighting techniques and perspectives from art, film and neurodiversity, it invites the consideration of the PowerPoint performance-lecture as a simple yet engaging and responsive process for higher order learning and creative thinking. A secondary point of the article to call for HE to itself apply a degree of critical and creative thinking about its own position, to use self-knowledge to do better, in order to move forward. It welcomes feedback and challenges, and calls for the creation of yet more playful, innovative, visual-led approaches in the learning and teaching of complex issues in Higher Education.

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Navigating Institutional Racism in British Universities

Cited by 67 publications

References 0 publications

De‐centring the ‘White Gaze’ of Development

De‐centring the ‘White Gaze’ of Development

Racism as a Workload and Bargaining Issue

Power, Play and Pedagogy through the PowerPoint Performance-Lecture

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