1 Michael Cole Area: Equitable teaching and learning, minoritised ‘groups’, and whiteness in higher education Not about white guilt, but about white responsibility @UELSportTherapy

2 Not about white guilt, but about white responsibility

3 Brief overview of research Why Representation analysis This session: Brief overview of research Why Representation analysis Open forum on experiences and solutions Key questions to keep in mind for comments: What could be done better and why? What have been your experiences, with a focus on outcomes? Not about white guilt, but about white responsibility

4 Belonging Retention Engagement Achievement5) SOLUTION Qualitative investigation: ‘value’ of autoethnography in the exploration of the white male academic as racial justice ally in healthcare HE i.e. Performative and relational dynamics; outcomes and recommendations Belonging Retention Engagement Achievement BAME Student voice Ethnography 3) OUTCOME e.g. Representation audit 4) PROCESS Educators’ use of self-evaluation tool for inclusive T&L 1) White academics as racial justice allies 1) Decentring the curriculum 2) BAME (+) colleagues Behaviour; accountability Group feedback Attitude Discussing structural inequalities/racism and our parts in it: my experience with colleagues past/present CRT-E and white studies White supremacy White fragility Tools of Whiteness (Bell, 1980; Ladson-Billings & Tate 1995; Leonardo 2002; DiAngelo, 2007; Gillborn & Ladson-Billings 2009; Piccower, 2009; Boutte & Jackson, 2014)

5 What’s the evidence that ‘training’ ‘works’?Aware Active - agree Inactive - disagree Unaware Inactive - agree Discussing structural inequalities/racism and our parts in it: my experience with colleagues past/present What’s the evidence that ‘training’ ‘works’?

6 Individual Accountability Organisational AccountabilityAwareness and attitudes (Kalinoski et al, 2012; Guillaume et al, 2013; Beard, 2016) What about results? Or proxy measures such as behaviour? Educators’ behaviour Education Evidence Student Voice Ownership Individual Accountability Organisational Accountability Discussing structural inequalities/racism and our parts in it: my experience with colleagues past/present It is difficult to train away stereotypes…white men often respond negatively to training - particularly if they are concerned about their own careers. The best idea is to assign clear responsibility for change. (Dobbin, Kalev & Kelly, 2007)

7 Does a programme of inclusivity and diversity training lead to an equitable representation of gender and ethnicity in HE lecturers’ teaching presentations? Motion A content analysis.

8 Rationale “when someone with the authority of a teacher, say, describes the world and you are not in it, there is a moment of psychic disequilibrium, as if you looked in the mirror and saw nothing” “It takes some strength of soul - and not just individual strength, but collective understanding - to resist this void, this nonbeing, into which you are thrust, and to stand up, demanding to be seen and heard.” Invisibility in Academe, Adrienne Rich ( ), in Emdin, (2016; p.7)

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10 Context Equitable Imagery in the Preclinical Medical School Curriculum: Findings From One Medical School (Martin, Kirgis & Sabin, 2016) images of whites and males predominated proportion of images used not representative of population in terms of race or sex A visual analysis of gender bias in contemporary anatomy textbooks.Parker, Larkin and Cockburn 2017. - visual representation of gender in medical curricula continues to be biased Patterns of race and gender representation in health assessment textbooks. (Curry, 2001) males and racial minorities under-represented as nurses Women and most ethnic minorities consistently under-represented as patients

11 Methodology Staff training: 3-4 instructor-led inclusivity training sessions and two independently studied online learning modules 3 months later 57 audio-visual lectures (>501 imaged people), audited for visual depictions of: BAME, Non-BAME, female, and male persons + in positions of power (6 complete modules, one term)

12 not aware of any better alternativesMethodology Not-minoritised / minoritised (BAME?): ‘reasonably observed’ (defined as clearly having a skin colour that was not ‘pinkish’) BAME: terminology currently used (in UK policy texts and research) to discuss racialized discourses related to members of non-white descent or non-white communities (Institute of Race Relations, 2017) BAME: visual ID Questionable validity and reliability; subjective; labelling; assumptive; potentially a form of racism, ‘othering’; does not account for minoritised ‘whites’... not aware of any better alternatives

13 not aware of any better alternativesMethodology Gender: ‘reasonably observed’ as female (defined as observed with inferred binary biological gender characteristics and/or in Eurocentrically gendered stereotypical clothing/appearance) Gender: terminology may exclude non-binary classifications such as third sex, intersex, non-gendered and transvestite Gender: visual ID Questionable validity and reliability; subjective; labelling; presumptive; potentially a form of prejudice and biological, psychological, socio-cultural stereotyping… not aware of any better alternatives

14 Methodology Position of Power (PoP): ‘reasonably observed’ or ‘suggested’ as occupying a position of contextual power or dominance in communication/interaction/employment Power: terminology leading, supervising, assessing or managing another person, or pictured as the author or speaker Power: visual ID e.g. a teacher, lecturer, sports official, coach, manager, therapist, lab technician, instructor, scientist, politician, speaker, author…

15 Examples…

16 Not-BAME: 4 BAME: 0 Male: 3 Female: 1Not-BAME PoP: 2 BAME: PoP: 0 Female PoP: 1 Male PoP: 1

17 Not-BAME: 0 BAME: 2 Male: 1 Female: 1Not-BAME PoP: 0 BAME: PoP: 1 Female PoP: 0 Male PoP: 1

18 Not-BAME: 0 BAME: 0 Male: 1 Female: 0 Not-BAME PoP: 0 BAME: PoP: 0 Female PoP: 0 Male PoP: 0 Images containing large numbers of people (defined as 8 or more) were not included in the data unless they were exclusively comprised of just one gender or just one of white or non-white, and this was reasonably evident from observation. In these cases, the persons in such images were counted as one person. Large crowds in backgrounds vistas were not included.

19 Not-BAME: 1 BAME: 0 Male: 1 Female: 0Not-BAME PoP: 1 BAME: PoP: 0 Female PoP: 0 Male PoP: 1

20 Not-BAME: 1 BAME: 0 Male: 0 Female: 1Not-BAME PoP: 1 BAME: PoP: 0 Female PoP: 0 Male PoP: 0

21 Results: Gender

22 Results: BAME/Non-BAME

23 Limitations Data Questionable validity and reliability of 3rd party person characteristics identification Lack of member checking Other potential signifiers not considered or evaluated E.g. stereotype subversion, intersectionality, prominence or significance inferred by picture volume, activity, or cultural context within the photo Other media not assessed e.g. videos/journals Methodology itself may (incorrectly) be received as an act of racial aggression Inference that diverse images = inclusive curriculum; does not account for e.g. tokenism, ‘hidden’ curriculum, other inequitable teaching and learning practices… focus not on parity of numbers but more on the “assumptions, micropractices, social relations, and power dynamics that define our collective cultural common sense about the nature of social difference and the practices of inequality” Herman Gray (2016) Inference that the individual is responsible >>> cognitive dissonance, tension and/or guilt, anxiety, hostility, backlash… Consent

24 Conclusion: A programme of inclusivity training intervention does not (yet) lead to a visually equitable representation of female or BAME persons in lecture resources The curriculum continues to be dominated by a representation of ‘normal’ that is both white and male This ‘whiteness’ of the curriculum is a (not so) hidden form of systemic racism It is suggested this contributes to a lack of belonging - and thence retention, engagement and achievement - in non-white students - a manifested act of white supremacy that serves to marginalise, silence and delegitimise Warning: ‘tokenism’ should not be posited as the solution Rejecting the parity argument, Herman Gray (2016: 246) calls for us to focus less on numbers and more on ‘the assumptions, micropractices, social relations, and power dynamics that define our collective cultural common sense about the nature of social difference and the practices of inequality’. What Gray is arguing, as I do, is that diversity management in the media industries is a process of race-making. Rather than diversity referring to an objective measure, it needs to be understood as a practice that manages race in a way that sustains existing power relations.

25 Where now? Repeat audit in JanuaryPilot an ‘inclusive teaching’ tool ‘good person vs good educator’ Continue to push for ‘inclusivity’ to be mandatory on the PDR Support CRT-E to become an integral part of the ITE curriculum Concur with Boutte & Jackson (2014): 1) wisdom/strengths AME students not valued 2) educators should address their cultural competence 3) culturally relevant pedagogy should be used

26 Reflection tool for lecturers

27 Visual representation in resourcesE.g. Have you audited your slides/reading list for BAME representation? What is the %? Assessments and feedback How well are these processes engaged in and valued by your students? Guest lecturer diversity E.g. Have you calculated the %diversity of your GL/HPLs? Social media How do you use Moodle and other SoMe to enhance engagement, learning and support? Student voice I.e. How do you provide space for students to express themselves and link learning to their experiences; to feel in co-control of their learning? Openness Do you occasionally show your human side by discussing a failure, fear or insecurity and how you overcome it? Intra-level links How is your module explicitly linked to other modules at that level? Equality & Diversity CPD Have you engaged in CPD related to inclusivity in the past 12 months? Inter-level links How is your module explicitly linked to other modules levels above/below? Hidden ethics I.e. in what ways do you address social justice issues or diversity in your day-to-day teaching? Academic skills How are these embedded in your curriculum? Scaffolding Has the degree of difficulty, uncertainty and pressure of your assessments been progressed incrementally, in line with the module learning outcomes? Explicit ethics I.e. do you deliver sessions / assessments specifically on learning outcomes related to inclusion/social justice? Low-stakes testing How do you use these? Are they regular, varied and related to summative assessments? Revision skills How are these embedded in your curriculum? Social activities How do you support students with these in relation to their UEL experience? Small group tutorials How are these embedded in your curriculum?

28 e.g.

29 Forum @UELSportTherapy [email protected] Your experiences?Thoughts on the my research? Including specifically as a white academic? How best to facilitate ‘inclusivity’? Your experiences? What worked / didn’t work? Forum @UELSportTherapy

30 Thank you for listeningCall for action R.A.C.E. Represent: Normalise equitable representation when planning curricula, resources and guests. Easy Amplify: Express your support for, and interest in, addressing issues of social justice i.e. Signal boost. Easy Consider: Engage in critical reflection on your role as a powerful, active, white or non-white educator; acknowledge your performativity and collaboration in ‘building’ race/gender. Harder Equity: Reflect on your implicit/explicit biases and develop your approach as an educator - beyond your resources - to your policy, practice, delivery, assessment, feedback, interactions; your understanding of the world; your being. Harder Thank you for listening