In this blog post, I will examine various approaches to addressing racism by reflecting on and analysing a range of resources. These insights will help us understand the implications and effectiveness of different strategies within anti-racism efforts.
Study and Analysis
Critical Race Theory in Education Policy:
Amanda Bradbury’s (2020) article, “A critical race theory framework for education policy analysis: The case of bilingual learners and assessment policy in England,” employs Critical Race Theory (CRT) to critique education policies that marginalise bilingual learners by not considering the racial dimensions of language proficiency assessments. While CRT’s focus on structural inequalities provides a robust framework for such analysis, critics might argue it may alienate those who feel it labels all individuals within dominant groups as inherently racist. Bradbury’s commitment to educational equity shapes her analysis, offering a valuable but ideologically informed perspective.
Racism and Career Trajectories:
Richard Garrett’s (2024) study, “Racism shapes careers: career trajectories and imagined futures of racialised minority PhDs in UK higher education,” highlights systemic barriers and implicit biases that impede the professional advancement of racialised minority PhD graduates. Garrett’s data-driven approach advocates for targeted interventions to address these disparities. Critics, however, may argue that focusing on individual career support doesn’t fully address broader societal structures. Garrett’s own experiences as a academic from a racialised minority background lend depth to his insights.
Diversity, Equity, and Inclusion (DEI) Initiatives:
Asif Sadiq’s (2023) TEDx talk, “Diversity, Equity & Inclusion. Learning how to get it right,” emphasizes the need for genuine DEI efforts that go beyond tokenism. He presents successful examples of DEI programs that lead to cultural improvements. Critics of DEI initiatives often cite concerns about divisiveness or superficial implementation (Mac Donald, 2018). Sadiq’s role as a DEI practitioner underlines his advocacy but also reflects his investment in promoting these initiatives’ effectiveness.
Anti-Racism in Universities:
Julian Orr’s (2022) video, “Revealed: The charity turning UK universities woke,” critiques university policies perceived as overly progressive, suggesting they may stifle academic freedom and promote ideological conformity. This perspective is significant as it highlights the balance needed between promoting inclusivity and maintaining open dialogue.
School-Based Anti-Racism Programs:
The Channel 4 clip (2020), “The School That Tried to End Racism,” showcases a school-based program that successfully engages students in confronting their biases and discussing race. Demonstrates an excellent interactive approach but could be argued that such programs need to be supported by broader societal changes to be truly effective. The producers seem to focus on social issues which shapes the program’s impact, narrative, and outcome.
Responding to the Approaches:
Recurring Themes and Differing Perspectives:
Across these resources, a recurring theme is the necessity of structural change to address racism effectively. The effectiveness of each approach often depends on the broader context in which it is implemented, highlighting the tension between inclusivity and open dialogue. As we have seen first hand during the teaching of this unit.
Race Considerations in My Teaching Context:
In my teaching context at UAL, it’s crucial to integrate anti-racist principles into the curriculum and develop an inclusive environment. Strategies could include:
- Incorporating CRT Principles: Use CRT to analyse and challenge policies and practices that may marginalise racialised students. E.g. Curriculum design, classroom environment & teaching methods. (Ladson-Billings, 1998)
- Supporting Career Development: Implement targeted support like mentorship programs & networking opportunities to address career barriers for racialised minority students.
- Enhancing DEI Initiatives: Ensure DEI efforts are genuine and focus on structural changes e.g. training, policies reformation, curriculum, evaluations etc. (Bensimon, 2005).
- Promoting Open Dialogue: Balance anti-racist efforts with academic freedom and open discussion. Providing appropriate terms and language to use. (Sensoy & DiAngelo 2017)
- Interactive Programs: Adopt reflective and interactive approaches to anti-racism education, similar to the school-based program highlighted by Channel 4 like role play, interactive workshops etc. (Sue, 2012)
By considering these diverse approaches, we can develop more effective strategies for addressing racism in educational contexts.
References
Bradbury, A., 2020. A critical race theory framework for education policy analysis: The case of bilingual learners and assessment policy in England. Race Ethnicity and Education, 23(2), pp.241-260.
Bensimon, E. M. (2005). Closing the achievement gap in higher education: An organizational learning perspective. New Directions for Higher Education, 2005(131), 99-111.
Garrett, R., 2024. Racism shapes careers: career trajectories and imagined futures of racialised minority PhDs in UK higher education. Globalisation, Societies and Education, pp.1–15.
Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7-24.
Mac Donald, H. (2018). The Diversity Delusion: How Race and Gender Pandering Corrupt the University and Undermine Our Culture. St. Martin’s Press.
Sadiq, A., 2023. Diversity, Equity & Inclusion. Learning how to get it right. TEDx [Online]. Youtube. 2 March. Available at: https://www.youtube.com/watch?v=HR4wz1b54hw
Sensoy, Ö., & DiAngelo, R. (2017). Is everyone really equal? An introduction to key concepts in social justice education. Teachers College Press.
Sue, D. W., & Sue, D. (2012). Counseling the Culturally Diverse: Theory and Practice. John Wiley & Sons
Orr, J., 2022. Revealed: The charity turning UK universities woke. The Telegraph [Online]. Youtube. 5 August. Available at: https://www.youtube.com/watch?v=FRM6vOPTjuU
Channel 4, 2020. The School That Tried to End Racism. [Online]. Youtube. 30 June. Available at: https://www.youtube.com/watch?v=1I3wJ7pJUjg
Hi James. Thanks for another thoughtful blog post. As I’ve said previously, it’s great to hear you articulate the implications for your teaching context – and I know you’re exploring that more as part of your intervention.
I was interested in this part of your post: “While CRT’s focus on structural inequalities provides a robust framework for such analysis, critics might argue it may alienate those who feel it labels all individuals within dominant groups as inherently racist.”
I’m curious how you might respond to this criticism of CRT.
This might be something to consider as part of your reflective report, too – we know that colleagues can be unaware or defensive when it comes to awarding gaps, so how might you manage this if it happens when you deliver your intervention.
Hi Carys,
Thanks for your thoughtful comment and continued engagement. The potential alienation caused by CRT is indeed a critical consideration.
I would respond to the criticism of CRT firstly that CRT critiques systems, not individuals. Understanding this and ensuring my colleagues understand this distinction might help reduce alienation and defensiveness.
Encouraging questions and discussions about CRT might help address concerns constructively and develop people’s own knowledge rather than blame culture. I also think if I highlighted how CRT could promote equity and improve student outcomes such as awarding gaps it would make its relevance and importance clearer to colleagues.
To help manage any defensive reactions in my intervention from colleagues I’d hope by the ongoing nature of my intervention proposal, meeting throughout the academic year, I’d be able to help my colleagues feel it’s a supportive environment that encourages open discussion of sensitive issues like racism. I found the same studying this unit, the more we discuss the topic, the more I feel positioned to share my own opinions.
Providing context and evidence. In the intervention I have ground the discussions in fact with a hope to reduce defensiveness. I personally have found from studying this unit that encouraging self-assessment and peer feedback may help colleagues become more aware of their biases. And, by making the intervention ongoing means we will all have continuous learning opportunities to help sustain momentum.
As an educator committed to equity, I recognise that my background and experiences shape my perspectives on these issues. Particularly as I outline in my reflection, I feel I have been lucky to have what can be considered a privileged background. Acknowledging this has helped me remain empathetic and open to diverse viewpoints while advocating for necessary changes for myself, peer group and the student body.
To summarise the above – addressing criticisms of CRT and managing defensiveness I believe requires a combination of clear communication, open dialogue, evidence-based discussions, practical tools, and ongoing support.
James
Thanks for the post, James. I totally agree on you point about the importance of structural change to address racism effectively, and appreciate how you have kept it present when outlining the considerations within your practice.
A challenge I see myself facing is how we can possibly address such important topics by actively provoking those debates without accentuating stereotypes – I mean, how to truly embed anti-racism by addressing embedded racist preconceptions and stereotypes as the base of those discussions. I am thinking that CRT will guide the way for its own implementation, and as discussed during our presentations, the importance of using the right language will also be key, but I can still come up with a number of hypothetical scenarios where, in practice, that feels like a contradiction.
I just thought I would share this reflection – a lot of things to digest and try still! Your considerations are very inspiring and thought-provoking. Thanks!
Thanks for taking the time to comment Sonia. I agree this is a real challenge but a one I think we can approach individually and as a team.
One approach I might take; with my industry experience I’ll try to incorporate as many diverse perspectives as possible and lived experiences into these conversations with colleagues and students to enrich understanding and develop empathy in the community. Hopefully creating a space over time for others to feel safe to explore and challenge their preconceptions. However, I do think this will take time to have a true impact. Definitely one we could discuss further together.
James