The SON resource offers wider reading to students’ core curriculum; texts are accessible, unique and personable, increasing chances of students finding them relatable. The diversity means the content can be applied and underpin a range of curriculum and studies and also content specifically relevant to the diverse students at UAL. The articles can connect to theories and practices in the creative arts, drawing out real, living meaning of these links, but also to students’ personal experiences and concerns, providing connection to industry and university community.
Kwali’s description of unconscious bias as being ‘a get out clause’ ties in with Tate’s lecture which helped formalised some of my initial perceptions of whiteness and white fragility ie, unconscious bias is a gateway to guiltfree racism. Kwhali identifies universities making conscious and effective progress with white middleclass women, contrasting to POC. Almeida et al.’s (2021) report/table shows this intersection of UK women and POC’s UK pay.
More specifically, from Advance HE,
‘Looking at academic staff only, in 2019/20 the proportion of Black, Asian and minority ethnic academics was 18.0%. 4.3% of all UK HE professors are Asian, only 0.7% are Black’.
I am beginning to show students graphs/charts/tables on representation; data about lack of representation brings confirmation to their perceptions of the racism and discrimination they experience.
Concerning Finnigan and Richards’ (2016) report, I did not know ‘One of the interventions piloted was ‘anonymised shortlisting’, showing immediate impact. It’s disturbing to know it was impactful but a relief to hear it is in place. I did not realise there was so much organised, formalised activities working to improve visibility and representation at UAL. When I came across SON I was intrigued and thought it must be some type of black activist group. I wondered what projects were associated but none of my colleagues ever mentioned it and I was intent on nailing my probation.
This highlights my lack of curiosity and indifference to the SON campaign/strategy. Shame on me, I should have asked around and showed interest. Provocation? SON wasn’t a probation targets, which in retrospect, going forward, maybe should be?
References
Advance HE (2021) Equality in higher education: statistical reports 2021.
Available at: https://www.advance-he.ac.uk/news-and-views/equality-higher-education-statistical-reports-2021 [accessed June 19. 2023]
Almeida, R., Brodnock, E., and Lordon, G. (2021) Black women are missing in the UK’s top 10%. London School of Economics (LSE): London.
Finnigan, T. and Richards, A. (2016) Retention and attainment in the
disciplines: Art and Design. University of the Arts: London Available at: https://www.advance-he.ac.uk/knowledge-hub/retention-and-attainment-disciplines-art-and-design [accessed June 20, 2023]
Kwali, J. (2023) Witness unconscious bias
Available at: https://www.youtube.com/watch?v=Y6XDUGPoaFw&ab_channel=UCU-UniversityandCollegeUnion. [accessed June 10, 2023]
Shades of Noir: UAL Available at: https://shadesofnoir.org.uk/ [accessed June 18, 2023]
Tate, S., A. (date) Whiteliness and institutional racism: hiding behind (un)conscious bias
Available at: https://www.youtube.com/watch?v=lur3hjEHCsE&ab_channel=CriSHETNelsonMandelaUniversity. [accessed June 1, 2023]
It was interesting to read that you have shared graphics and charts about representation to students. It’s something I would steer away from as it’s another way that students might be distracted from making. However, I wonder now if my thinking is wrong and if we can share information like this with our students at the start of the course its a way of them thinking about the space they are in and also for us as lecturers acknowledging some of the work we can do together and the ethos from which a course can be run. I like you also was surprised that Shade of Noir (SoN) sat as a periphery as it could have supported so many of us at an earlier stage. I talk in the past tense as they are no longer at UAL but lucky for us their resources are. I will definitely be referring my students to their reports and using them in some of my seminars in the future.
Hi Amanprit,
Showing the visuals to students is a recent thing I’ve done, and it’s in support of something they are studying such as types of oppression. Neurodiverse students sometimes appreciate a quick visual, and it send the message across immediately, for them to reflect on. I encourage comments of course, but I know that information can take time to settle in and their feelings/responses need to shake down as well, in their own mind before they feel the need to comment. But it sets up a context that I hope they feel comfortable returning to with me.