Discussion Group Resources

Taylor, L. (2021) Open dialogue: Seeking equality of educational outcomes for Black students: A personal account. The Psychology of Education Review, 42(2), 4-16

Taylor, L. (2021) Open dialogue: Author’s response: Response to commentaries. The Psychology of Education Review, 42(2), 53-60

Bunce, L., King, N., Saran, S., & Talib, N. (2021) Experiences of black and minority ethnic (BME) students in higher education: applying self-determination theory to understand the BME attainment gap. Studies in Higher Education, 46(3), 534-547 DOI:10.1080/0307579.2019.1643305

Bunce, L. & King, N. (2019) Experiences of autonomy support in learning and teaching among black and minority ethnic students at university. The Psychology of Education Review, 43(2), 2-8

Excellent site of resources on Decolonising the Curriculum at Liverpool University https://www.liverpool.ac.uk/centre-for-innovation-in-education/resources/all-resources/decolonising-the-curriculum-toolkit.html

Decolonising SOAS Learning and Teaching Toolkit

Decolonising Pedagogy and Curriculum strand at University of the Arts London

The anti-racist curriculum project guide Advance HE

Decolonising psychology website - this site breaks down each aspect of psychology and gives some concrete examples of how to decolonise https://warwick.ac.uk/fac/sci/psych/bame/

Podcast: Episode 12: Antiracism and UDL (30 mins) with Tesha Fitzgerald by Talking Learning and Teaching<https://anchor.fm/kevin-merry/episodes/Episode-12-Antiracism-and-UDL-with-Tesha-Fitzgerald-e1gp64c> Internationally renowned speaker, author and consultant, Tesha Fitzgerald talks about the Antiracism agenda and the place of Universal Design for Learning (UDL) as a critical means of supporting and developing awareness and practice around it. With a passion for UDL, Culturally Responsive Teaching and Antiracism, Tesha has become a trailblazer for the antiracist agenda in education, modelling expert learning, while equipping others to do the same. She is the author of brilliant book, Antiracism and Universal Design for Learning: Building Expressways to Success, and so Tesha's insights into this critical topic are as valuable as they get. This is a must listen for anyone interested in social justice, inclusion, fairness, access and equity.

The research by Bunce, King, Saran & Talib (2021) was included in the following report BLACK, ASIAN AND MINORITY ETHNIC STUDENT ATTAINMENT AT UK UNIVERSITIES: #CLOSINGTHEGAP (2019) produced by the National Union of Students and Universities UK , which provides 7 recommendations for universities to reduce the attainment gap

Bunce, L. & King, N. (2019) Can we reduce the BME attainment gap through autonomy supportive teaching? Exploring the experiences of black and minority ethnic students. Upstream, 5, 6-7.

Sim, J. & Waterfield, J. (2019) Focus group methodology: some ethical challenges. Quality and Quantity, 53, 3003–3022. https://doi.org/10.1007/s11135-019-00914-5

Taylor Bunce, L. (2021) How can we become anti-racist? A guide. Advance HE. https://www.advance-he.ac.uk/news-and-views/how-can-we-become-anti-racist-guide

Taylor Bunce, L. (2021) Understanding students’ needs in a marketised higher education environment. In M Kek, H Huijser & F Padro Student support services: Exploring impact on student engagement, experience and learning. Springer Nature [free access].

Tackling racism in UK health research (BMJ, 2022) https://www.bmj.com/content/376/bmj-2021-065574

Moosavi L. (2022) ‘But you’re white’: An autoethnography of whiteness and white privilege in East Asian universities. Research in Comparative and International Education. doi:10.1177/17454999211067123