1.0 Introduction
1.0 Introduction
Please note, throughout this report, there are references to two different terms that represent the same communities. The terms are ‘BAME’ (Black, Asian and Minority Ethnic) and ‘of colour’. Both terms are used because both are disputed, specifically the term BAME which is often used by institutions and policymakers. In recent years, however, both have also been used by the communities they represent.
This report aims to present findings regarding the delivery and participation as well as observations of participants in training throughout the Shades of Noirs Teaching Within course in addition to encounters with UAL stakeholders.
The Teaching Within (TW) team are experienced social justice advocates who are commissioned by institutions to be a “critical friend” (Costa and Kallick,1993). The team supports, develops as well as guidance on anti-racism strategies, practises and pedagogues. The training, specifically designed and developed by academics for academics, is delivered by senior members of the Shades of Noir (SoN) team. This delivery is based on a constantly evolving method that builds on over 10 years of delivery of anti-racism towards intersectional social justice work through Shades of Noir. Our team is a community of reflective and reflexive practitioners and award-winning academics. This method of delivery and approaches to this programme incorporate the lived experiences of marginalisation and theoretical frameworks (Eddo Lodge, 2018).
This report is designed as a resource for the following:
To aid planning and decision making to support staff as they continue to build skills to meet the needs of an ever-growing intersectional student body.
To prepare and reflect upon the shifting dynamics of race relations (Lea, 2000) and the ever-changing language used to describe it within creative and academic fields; which are political, can be social but always have long-lasting effects for a variety of reasons.
To recenter marginalised voices within the institutional narrative
It is important to highlight that while we appreciate that we have called this document a “report” we are aware that it does not necessarily adhere or conform to the conventions of what would usually be regarded as a traditional format. SoN believes in creating accessible resources for all. Our approach is non-traditional to cultivate evolved practices by experimenting with old systems to try to reform and transform, which may in time, lead to the emergence of new ideas, techniques and most importantly outcomes (Tate, 1999).
Ethnic diversity among staff is important for all students, as it provides role models which reflect societal makeup, as well as presenting a range of perspectives that enrich learning and demonstrate an institution’s commitment to valuing differences. Universities and colleges need to improve the diversity of their staff to better reflect the diversity of their student body. (NUS, 2015)
Creative arts and design subjects have the second-largest discrepancy between White students and those of colour, with a mere 3.6% representation (ECU, 2009). Additionally, Art and Design have the second-largest attainment gap across the higher education sector between White and students of colour, with the largest differentials being between white and black students (Finnigan, Richards, 2016).
Additionally, whilst the number of BAME, academic professorial staff has increased by 19.8% since 2013−14 across the sector, they only account for 10.0% of professorial staff in 2017−18. Around two-thirds (66.3%) of academic professorial staff were white males (universitiesuk, 2019).
The University of the Arts London (UAL) has had the increase of academics of colour as a key performance indicator (KPI) since 2012. UAL’s Anti-Racism Action Plan states that UAL has16.3% BAME academics but aims to increase the percentage of BAME academics and professors, with an overall BAME staff population increasing to 30% by 2024. UAL has stated that the current BAME Home Students sits at 28%, showing a significant population discrepancy between staff and students of colour.
Resources or Key documents:
Associate Fellowship (AFHEA) - Advance HE
Fellowship (FHEA) - Advance HE
Terms of Reference contributions: Disabled People: The Voice of many
Terms of Reference: Inclusive Practice Transformation in Social Justice Teaching.