SCENARIO.

Tina is 22 years old and of mixed origin, she is a final year student studying BA (Hons) sculpture Fine Art. She self-identifies as female and heterosexual.

Tina returned to university after taking a year out due to family problems she was awarded extenuating circumstances. On her return, she was enthusiastically looking forward to “getting back to her art” after spending a year working and not being able to do any creative work of her own.

However, Tina was disappointed to find that there was not a single black tutor on her course and very few black students. Even though, the university was situated in an area which is heavily populated by people of colour (POC). In addition, Tina was put in the position of having to represent people of colour and as a result suffered a series of microaggressions. For example, her tutor asked her “why it was that black artists solely made work about being black?”. As if that wasn’t enough Tina also found that she would be forced into a situation where she had to explain protests like ‘Black Lives Matter’ or why it was not appropriate for her peers to refer to her hair as ‘bushy’. Tina also found that the university offered no intersectional approach within the curriculum thus marginalising people of colour further. Tina says that she felt alienated and othered by the institution.

Race was hardly ever talked about and hardly anyone made work on this topic! I personally feel like it wasn’t encouraged by my tutor. He would steer me away from making work about my identity. It made me feel quite uncomfortable, like it wasn’t valid, or it wasn’t good. Made me feel like I shouldn’t be there at times. I would dread crits and explaining because there would just be silence and frowns. So I wouldn’t make work for ages, or it would put me off going into the studio.

HOW CAN THE UNIVERSITY IMPROVE OPPORTUNITIES AND EXPERIENCES OF ITS UNDERREPRESENTED STAFF OF COLOUR?

Option 1:

Teaching within is an innovative new programme developed by Aisha Richards founder of Shades of Noir. Participants are people of colour as well as alumni, staff and creative industry specialists. Each participant will receive a bursary to undertake a PGCE. This action will increase the presence of lecturers and associate lecturers of colour. Build further relationships with the marginalised community of existing staff of colour. Support alumni and staff of colour to develop and become part of the academic community. Enable non-academic staff of colour to be part of levelling the playing field.

Option 2:

Senior managers and staff should attend events at Shades of Noir safe spaces to hear what students are really communicating about their experiences on UAL courses. Often students do not feel comfortable to talk about their experiences in Higher Education. Students have expressed concern about being critical to their tutors “because they also grade their work and they are scared of repercussions.

Option 3:

The University can diversify its committee structure ensuring that there is always a person of colour at every committee meeting, steering group or selection and recruitment panel from either GEMS (Group For Equality Of Staff) or from The Shades of Noir Curriculum Development team.

IS THERE A LINK BETWEEN THE EXPERIENCES OF ITS STUDENTS AND THE LACK OF DIVERSITY AMONGST THE TEACHING STAFF?

Option 1:

Yes, When students do not see themselves reflected in the learning or working environment. It can have an effect on confidence and moral. Students of colour have complained about micro-aggressions and the continued responsibility inadvertently placed on them to be the ‘fountain of all knowledge’ with regard to issues pertaining to race.

Option 2:

A diverse work environment means that staff can share experiences and problem solve issues without the students having to feel burdened. Although this might mean extra work placed on staff of colour. This is preferable to possible pressure placed on students by lecturers who feel ill equipped to answer questions about race and identity.

Option 3:

Having more diverse staff has benefits for ALL students, targeting lecturers who have grown up in a diverse community will allow them to better identify with their students and understand the realities of the situations. Adding these lecturers also gives students of colour further incentive to stay in education and navigate the ivory towers of academia, while also giving students an opportunity to connect with someone who can relate to their experiences first hand.

WHAT DO YOU DO IF YOU HAVE STUDENTS THAT ARE SEEKING RESEARCH AROUND SUBJECTS (INCLUDING IDENTITIES) THAT YOU HAVE NO KNOWLEDGE OF?

There are numerous Organisations that can be recommended to students to inform their research.

Founded by Dr. Deborah Gabriel who is a full-time academic at Bournemouth University in the faculty Media and Communication. Black British Academics creates a voice and visibility for staff and students of colour through strategic communication. It provides support, resources for all of its members and it works collaboratively on research projects around race, ethnicity, culture in academia and race equality.

The first dedicated Black heritage center in the UK. Situated in Brixton it provides access to archived information, dedicated learning spaces and an exciting programme of exhibitions events and talks that explore British history from unique perspective. It’s growing archive offers insight into the history of people of African and Caribbean descent in Britain.

ABP is based in London where it runs a photo gallery and a programme of talks and educational activities. It also works internationally promoting exhibitions, events and publications concerned with photography, cultural identity, race, representation and human rights.

This is housed in a former sugar warehouse originally built to store the produce from slave plantations in the West Indies. The West India Dock, where the museum is situated was built in 1802 and paid for by sugar merchants, plantation owners and slave traders. Through 140 objects, art, film, a sound and light installation, traditional exhibition panels and interactive screens visitors can learn about the economic importance and the slave trade to London, once the fourth largest slaving port in the world.

This centre aims to remove barriers to participation in the arts and creative industries and celebrate the creativity of a culturally diverse population locally, nationally and internationally. The center runs courses, workshops, performances, festivals, films and exhibitions

This centre conducts visits and tours in which the ICC are happy to explain the many aspects of Islam to students and educators. Tours are given to view the entire mosque followed by question and answer sessions. Part of the tour involves taking all visitors to the exhibition centre where there are a plethora of topics for students and staff to engage in. This organisation welcomes University Lecturers and students.

Consented TV is a multi-media platform for those who aren’t represented by the mainstream. Consented was founded in 2015 as an independent project looking to add more diversity to the status quo through their website and Youtube channel. Based in London with contributors around the world, Consented welcomes the ideas of any who want to break the mantra of the norm. Consented host events and talks about different issues of concern to marginalised groups. One event mental health matters held at SOAS explored how race intersects with mental health as people of colour are disproportionately affected by mental health problems.

Shades of Noir Resources have a database for staff and students to access. This resource has a range of information useful for teaching and research purposes on any given subject. The database is hosted by diigo.com and is fast becoming one of the largest BAME education and creative databases in the United Kingdom. Information on Black Lives Matter to the latest developments within critical thinking can be found online.

Often students have the cultural capital that is not sufficiently utilised by tutors who may prefer to teach from the front (lead).

Set Students a task to find at least 5 artists/creatives/ designers of colour and publications. Arrange for them to verbally present their findings to the group. Ask each person in the group to prepare a series of five exploratory questions to ask those who are presenting about each artist. To introduce the project the Lecturer should present 5 well known artists of colour this is so students are forced to look beyond the few artists that are always mentioned in these types of scenarios.