DEFINITION – Any one of the groups that humans are often divided into based on physical traits, these traits being regarded as common among people of shared ancestry.
The Concept of Race-
Categorisation of humans based on shared physical or social qualities into groups generally viewed as distinct within a given Society. The term was first used to refer to speakers of a common language, and then denoted to national affiliations.This concept of race emerged in the late 16th centuries as a means for justifying the enslavement of Africans in colonial America. Race was invented to uphold the system of forced labour, dominance and disparities in power and status, hence, white supremacy, whiteness for political and economic ways to dominate. This constructed theory that is not proven, has led to inequality and racism in the society and embedded in the system and institutions and are the most damaging elements in all human experience ever.
With this damaging concept of race, education scholars employ critical race theory (CTR )as a frame work to bring attention to issues of race and racism in education. Critical race theory is about story telling, examples of events and has pedagogy of social justice in its wake. Race plays a part in all we do daily in our institutions from micro aggression to conscious biases and intersectional racism.
SHADES OF NOIR EXPERIENCE, MAY 23, 2022
AM I SAD OR JUST A STUDENT?
By Aarony Bailey.
This article is interesting and at the same time true because we all go through dry times and fertile times in life.
The different period between adolescence and adulthood can be confusing and can throw one into depression, and if it is not checked can be serious.
When I have a student who is going through emotional time, I refer them to the UAL mental health for help, talking about what the student loves to do and encourage him/her in doing that but also wisely advice if she/he will take time off or a gap year to evaluate self.
In my class, I have a first- year menswear student who is not coping with the work and workload of her year, the Course tutor and the head of year have decided she is not doing well and will not improve. I spoke to her in detail, looked at her design Strength and weakness, her strength lies in textile design not menswear. I have encouraged her to make appointment with her Course leader to find a solution to her case and if she needs a second person to come with her, I will come with her to the meeting.
Mental health concerns UAL.
Anxiety disorders/symptoms includes generalised anxiety disorder, social anxiety, panic attack, OCD phobias, post traumatic disorder, stress disorder, mood disorder/symptoms, Low mood, bipolar, Cyclothymia and stress workload.
There are practical steps I can discuss with my students: Practicing selfcare – what do you enjoy doing and make a list of what you do every day.
Meeting people of likeminded -like other students in the students’ union in the safe space.
Challenging your thinking, student against depression have lots of information and activities to help challenge the negative thoughts.
A Pedagogy of Social justice Education: Social Identity Theory, Intersectionality and Empowerment.
Aaron J. Hahn Tapper (2013)
Social justice Education recognises the disparities in societal opportunities, resources and long -term outcome among marginalised groups (shakman et al. 2007,7).
Other terms- Anti- oppression education, diversity education, and multicultural education (Cochran-smith 2004, Sleeter and Grant 2007).
The Social justice education program that the research was carried out based on the 3 educational pillars on which the organisation pedagogy is based on Paulo Freire’s approach to education and social justice, Identity theory, and intersectionality.
It is interesting to note that though there are improvement, it has not been established the sustainability and efficacy of the project.
There is positive outcome of intergroup resources-
It creates opportunity and team work activities that lead participants towards the perspective that because they all have a shared humanity, they can focus on the common bond instead of their differences thereby marginalizing the conflict between them, also
collaboration is encouraged.
The contact hypothesis is an assumption that conflict between intergroups can be overcome through affirmative contacts, in a real classroom setting where students are diversified with different intersectionality, they thrive on individuality and respect, that brokers for a common ground- Social identity theory (SIT) proves more workable than the intergroups program. The program is inconclusive in some of its findings.
TED TALK ON “ WITNESS UNCONSCIOUS BIAS “VIDEO BY JOSEPHINE KWHALI.
Josephine Kwhali echoes Professor Shirley Anne Tate- There is unconscious bias. What will it take to break unconscious biases to become conscious, considering so many anti-racist programs, talks researches being done for institutions, and students to be more aware of unconscious bias, She also pointed out that progress has been made in Gender and Equality Charter, which I will be discussing with my students why there is more work to be done to break unconscious biases, I find it interesting that “it is only the oppressed who by freeing themselves, can free their oppressors (Paulo Freire- pedagogy of the Oppressed, p 31)”.
Josephine mentioned her double shot intersectionality, which is the more reason she is more concerned for the change.
RETENTION AND ATTAINMENT IN THE DISCIPLINES: ARTS AND DESIGN.
Terry Finnigan, London college of Fashion and Aisha Richards, Central St Martins, University of the Arts, London (2016).
Students coming from diversified background in Arts and design should be allowed to express their identity in their work to encourage retention and attainment level, it takes them more time to understand the culture, language and curriculum and pedagogical practices of their new environment to attain a higher degree.
(Bourdieu 1991) It is the obvious truth- that art is implicated in the reproduction of inequalities and that relationship between culture and power is such that taste creates social differences.
Decolonisation of curriculum is necessary for the retention and attainment of diversified student.
To move Higher Education through inclusive practice to develop a transformative approach in all its actions: that is to develop flexibility and anticipating approaches, this approach is being adopted across the sector with the support of HEA researches and funding for inclusive learning projects (Thomas2012).
The intervention that is being made to retention and attainment both for staff and students in bridging the gap, the projects are starting to impact transformation in the sectors and beyond through case studies, staff training and student -centred learning and race equality.
It is also important to note that this data is outdated (2006-07). There is need for more researches and updated data.
PEEKABOO WE SEE YOU: WHITENESS BY SHADES OF NOIR.
EXPANDING THE CONVERSATION
I chose this topic because as a black woman of African origin in the UAL environment, my abilities and technical experience have been undermined or overlooked, and preferences given to my white colleagues and the subtle (un)conscious biases I face daily in the institution, like after an interview for a higher post in the institution, you receive an email, that you did very well but it was a tough decision, we had to give it to the other person, right? The communication gap between the people of colour technical staff and the academic staff who are mostly white, the bell ringing of change which looks good on paper but no action to make the change. The lack of consultation in policies and changes on matters that concern and affect us as UAL staff. For this I have been wanting to know what drives Aisha Richards, since I met Aisha at LCC Conference on Thinking Teaching in 2016, I was impressed and proud of her achievements, very passionate about her Cause and her dialogical methodology and resilience.
The Conversation opened with the body language of White Fragility- Defensive, Privilege – it does not concern me, it is for them. It brings to the FORE that UAL as an institution is faceless.
I will discuss with my students and colleagues about how many heads of departments and senior lecturers they know and how accessible they are to them.
Aisha, was brilliant in her subtle but persuasive way, she refused the lunch offer, which reminded me about the survey that was carried out this year with the students and offer of Donuts- What was that for?
I will discuss with my student, that for a change to happen your rights cannot be compromised.
In the words of Bob Marley: Emancipating ourselves from mental slavery none but ourselves can free our minds (Redemption Song 1980, Bob Marley).
This is a good concluding piece of interview for our Blogging because it has all the key terms and box ticking of UAL.
It was really good to hear your personal reflection on Whiteness: Expanding the Conversation, your identification with and inspiration from Aisha Richards, and your own frustration with UAL. As a White person I had not necessarily been looking for figures I could identify with at UAL in such a way, which in itself is a sorry sign of White Supremacy at work. Very relevant questioning of lunch offers and donuts and what they are for. However, earlier in the blog, when you point out that our figures need updating, I wonder if some of the incentives offered by UAL are to generate further data that is more up-to-date? I understand this is problematic though.
Thank you Lana, I do understand your view point, positionally and intersectionality, your lived life is so different as a white woman, you don’t see the daily struggles, the micro aggressions or you choose not to see, not that I envy that, far from that. I AM a voice for the voiceless.
Yes, how many years’ donuts and free lunches will it take to update the data as to know where we stand if this is important for a change.