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Some Useful Sources

Published online by Cambridge University Press:  23 November 2021

Bankole Cole ,
Gary Craig  and
Nasreen Ali
Bankole Cole
Affiliation:
Criminology and Human Rights, Sheffield Hallam University, Sheffield, UK Email: b.cole@shu.ac.uk
Gary Craig
Affiliation:
Law School, University of Newcastle, Newcastle upon Tyne, UK Email: gary.craig@galtres8.co.uk
Nasreen Ali
Affiliation:
Institute For Health Research, Public Health Equality, University of Bedfordshire, Luton, UK Email: nasreen.ali@beds.ac.uk
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Information

Type
Some Useful Sources
Information
Social Policy and Society , Volume 21 , Issue 1: Themed Issue: ’Race’, Learning and Teaching in Social Policy , January 2022 , pp. 151 - 156
Copyright
© The Author(s), 2021. Published by Cambridge University Press

References

Reports

A New Vision for Further and Higher Education (2018) CLASS. https://core.ac.uk/download/pdf/228118191.pdf Google Scholar
Essays considering policy formation for a radical change in FE and HE.Google Scholar
Alexander, C. and Arday, J. (2015) Aiming Higher Race, Inequality and Diversity in the Academy. London: AHRC: Runnymede Trust, (Runnymede Perspectives). https://www.runnymedetrust.org/uploads/Aiming%20Higher.pdf Google Scholar
Report on the contextual information on BAME learners entering HE.Google Scholar
Arday, J. (2020) The Black Curriculum: Black British History in the National Curriculum Report, London: The Black Curriculum. https://theblackcurriculum.com/ Google Scholar
Report exploring how the current History National Curriculum systematically omits the contribution of Black British history. Google Scholar
Bhopal, K., Brown, H. and Jackson, J. (2015) Academic Flight: How to Encourage Black and Minority Ethnic Academics to Say in UK Higher Education, London: ECU. https://www.ecu.ac.uk/wp-content/uploads/2015/03/ECU_Academic-flight-from-UK-education_RR.pdf Google Scholar
Report on understanding to what extent UK academics consider moving to work in HE overseas and determine if there is a difference by ethnicity. Google Scholar
Gillborn, D., Rollock, N., Warmington, P. and Demack, S. (2016) Race, Racism And Education: Inequality, Resilience And Reform In Policy and Practice: A Two-Year Research Project Funded by The Society For Educational Studies (SES). http://soc-for-ed-studies.org.uk/wp-content/uploads/2019/02/GillbornD-et-al_Race-Racism-and-Education.pdf Google Scholar
Final report of a two-year research project which combined two elements: first, a quantitative analysis of statistical data to provide the first-ever authoritative picture of the changing landscape of educational achievement and experience in relation to ethnic diversity over a 20-year span since the murder of Stephen Lawrence; second, the authors used ethnographic interviews to explore the processes by which policy was formed, contested, and remodelled during that period. Google Scholar
Stevenson, J. (2012) Black and Minority Ethnic Student Degree Retention and Attainment Introduction: The BME Degree Attainment Learning and Teaching Summit, Higher Education Academy. https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/bme_summit_final_report_1568036653.pdf Google Scholar
This resource reports on institutional research undertaken as part of a summit, including a set of ‘guiding principles’ underpinning further recommendations designed to specifically address the key question: “how can the curriculum enhance the retention and success of BME students in higher education”? Google Scholar

Guidance

Advance HE (2018) ‘Developing institutional capability in inclusive assessment’, AdvanceHE, November. https://www.advance-he.ac.uk/news-and-views/developing-institutional-capability-inclusive-assessment Google Scholar
Guidance for HE institutions on how to develop inclusive assessment. Google Scholar
Office for Students (2019) Regulatory Notice 1: Access and Participation Plan Guidance, OfS 2019.05, Bristol: Office for Students. https://www.officeforstudents.org.uk/publications/regulatory-notice-1-access-and-participation-plan-guidance/ Google Scholar
Guidance for higher education providers in England on the preparation of an access and participation plan. Google Scholar
Sheffield University (2019) Decolonising the Curriculum: A Guide For APS. https://www.sheffield.ac.uk/staff/elevate/priorities/toolkit Google Scholar
Guidance on decolonising the science curriculum. Google Scholar
The UCL Inclusive Curriculum Healthcheck (2018) https://www.ucl.ac.uk/teaching-learning/sites/teaching-learning/files/ucl_inclusive_curriculum_healthcheck_2018.pdf Google Scholar
This guide is designed to support staff to reflect on how to embed the principles of inclusivity in all aspects of the academic cycle. Google Scholar

Books

Arday, J. and Mirza, H. S. (eds.) (2018) Dismantling Race in Higher Education: Racism, Whiteness and Decolonising the Academy, Cham: Palgrave Macmillan. https://www.palgrave.com/gp/book/9783319602608 Google Scholar
Collection of essays on challenging questions, including why black academics leave the system; why the curriculum is still white; how elite universities reproduce race privilege; and how Black, Muslim and Gypsy traveller students are disadvantaged and excluded. Google Scholar
Bhambra, G. K., Gebrial, D. and Nişancıoğlu, K. (eds.) (2018) Decolonizing the University: Knowledge Systems and Disciplines in Africa, London: Pluto Press. https://www.plutobooks.com/9780745338200/decolonising-the-university/ (purchase)Google Scholar
Offering resources for students and academics to challenge and resist coloniality inside and outside the classroom, this book provides the tools for radical pedagogical, disciplinary and institutional change. Google Scholar
Branche, J., Mullennix, J. W. and Cohn, E. R. (eds.) (2007) Diversity Across the Curriculum: A Guide for Faculty in Higher Education, Bolton, MA: Anker Publishing. https://www.amazon.com/Diversity-Across-Curriculum-Faculty-Education/dp/1933371285 (purchase)Google Scholar
This book is a resource to create culturally inclusive courses and learning environments. Within it, teachers from a wide range of academic disciplines – health sciences, humanities, sciences, and social sciences – describe how they actively incorporate diversity into their teaching. Google Scholar
Chattoo, S., Atkin, K., Craig, G. and Flynn, R. (eds) (2019) Understanding Race and Ethnicity: Theory, History, Policy and Practice, Bristol: Policy Press. https://policy.bristoluniversitypress.co.uk/understanding-race-and-ethnicity-1 (purchase)Google Scholar
Textbook examining welfare policy and racism in a broad framework that marries theory, evidence, history and contemporary debate. Google Scholar
Sleeter, C. E. (2016) ‘Ethnicity and the curriculum’, in D. Wyse, L. Hayward and J. Pandya (eds.), The Sage Handbook Of Curriculum, Pedagogy, And Assessment, Sage Publications, 231–46. https://uk.sagepub.com/en-gb/eur/the-sage-handbook-of-curriculum-pedagogy-and-assessment-2v/book242832 (purchase)CrossRefGoogle Scholar
This book chapter considers how ethnicity is marginalised in mainstream teaching and the need for a transformative approach in curriculum design. Google Scholar
Taylor, E., Gillborn, D. and Ladson-Billings, G. (eds.) (2015) Foundations of Critical Race Theory in Education, 2nd edn, New York: Routledge. https://www.routledge.com/Foundations-of-Critical-Race-Theory-in-Education/Taylor-Gillborn-Ladson-Billings/p/book/9781138819450 (purchase)Google Scholar
Essays representing foundational writings and more recent scholarship on the cultural and racial politics of schooling. Google Scholar

Websites

Abou El Magd, N. (2016) ‘Why is my curriculum white? – Decolonising the academy’, NUS Connect, 09 February. https://www.nusconnect.org.uk/articles/why-is-my-curriculum-white-decolonising-the-academy Google Scholar
Thoughts on the impact of ‘Whiteness’ being at the heart of the academy. Google Scholar
Hamilton, C. (2016) ‘What’s wrong with a Eurocentric curriculum?’, Spiked, 27 September. https://www.spiked-online.com/2016/09/27/whats-wrong-with-a-eurocentric-curriculum/ Google Scholar
Thoughts on countering the need to decolonise the curriculum. Google Scholar
Higher Education Statistics Agency Open Data and Official Statistics. https://www.hesa.ac.uk/data-and-analysis Google Scholar
Access to latest quantitative higher education student data, which can be broken down by subject and ethnicity amongst other variables. Google Scholar
Shay, S. (2016) ‘Decolonising the curriculum: it’s time for a strategy’, The Conversation, 13 June. https://theconversation.com/decolonisingthe-curriculum-its-time-for-a-strategy-60598 Google Scholar
Thoughts on the need to decolonise the curriculum. Google Scholar
University and Colleges Admission Service Conservatoires Releases. https://www.ucas.com/data-and-analysis/ucas-conservatoires-releases Google Scholar
Access to latest quantitative applicant data and previous years’ end of cycle data, which can be broken down by subject and ethnicity amongst other variables. Google Scholar

Theses

Richards, B. (2013) National Identity and Social Cohesion: Theory and Evidence for British Social Policy. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.617734 Google Scholar
This mixed-methods thesis attempts to address the research gap on what the relationship between national identity and social cohesion might actually be, and the strength of the relationship as compared with other issues that might also be important for social cohesion. Google Scholar

Journal articles

Andrews, K. (2019) ‘Blackness, Empire and migration: how Black Studies transforms the curriculum’, Area, 52, 4, 701–7. https://rgs-ibg.onlinelibrary.wiley.com/doi/abs/10.1111/area.12528 Google Scholar
Black Studies transforms the curriculum by changing key conceptual frameworks. This article examines how the nation-state and migration are redefined through a Black Studies lens. Google Scholar
Arday, J. (2018) ‘Understanding mental health: what are the issues for Black and ethnic minority students at university?’, Social Sciences, 7, 10, 196. https://www.mdpi.com/2076-0760/7/10/196 Google Scholar
This article attempts to address the problems facing ethnic minorities with regard to accessing mental health services at university. Google Scholar
Arday, J. (2019) ‘Dismantling power and privilege through reflexivity: negotiating normative Whiteness, the Eurocentric curriculum and racial micro-aggressions within the Academy’, Whiteness and Education, 3, 2, 141–161. https://www.tandfonline.com/doi/abs/10.1080/23793406.2019.1574211 Google Scholar
This article employs a Critical Race Theory (CRT) storytelling method, which operates as a counter-narrative in attempting to conceptualise the author’s professional experiences of negotiating normative Whiteness, diversifying Eurocentric curricula and conceptualising the racial micro-aggression. Google Scholar
Arday, J., Belluigi, D. Z. and Thomas, D. (2020) ‘Attempting to break the chain: reimaging inclusive pedagogy and decolonising the curriculum within the academy’, Educational Philosophy and Theory, 53, 3, 298–313. https://www.tandfonline.com/doi/abs/10.1080/00131857.2020.1773257 Google Scholar
This article explores the impact of a dominant Eurocentric curriculum and the Decolonising the Curriculum agenda within higher education and its influence upon navigating factors such as BAME attainment, engagement and belonging within the Academy. Google Scholar
Begum, N. and Saini, R. (2019) ‘Decolonising the Curriculum’, Political Studies Review, 17, 2, 196–201. https://doi.org/10.1177%2F1478929918808459 Google Scholar
This article explores the representation of women in the academia in Great Britain. It highlights the observation that white male authors and theorists are over-represented in social sciences and few female and theorists of colour are included. Google Scholar
Charles, E. (2019) ‘Decolonizing the curriculum’, Insights: The UKSG Journal, 32, 1, 24. http://doi.org/10.1629/uksg.475 CrossRefGoogle Scholar
This article seeks to give a very brief history and context for why it is fundamental for academic institutions and what role libraries and the scholarly communication sector can play in decolonising the curriculum. Google Scholar
Connell, R. W. (2018) ‘Decolonizing sociology’, Contemporary Sociology, 47, 4, 399–407. https://journals.sagepub.com/doi/abs/10.1177/0094306118779811 Google Scholar
This article considers what is involved in decolonising the discipline of sociology. Google Scholar
Doharty, N., Madriaga, M. and Joseph-Salisbury, R. (2020) ‘The University went to “decolonise” and all they brought back was lousy diversity double-speak! Critical race counter-stories from faculty of colour in “decolonial” times’, Educational Philosophy and Theory, 53, 3, 233–44. https://www.tandfonline.com/doi/abs/10.1080/00131857.2020.1769601?journalCode=rept20 Google Scholar
This article illustrates some of the key themes that shape the experiences of faculty of colour in UK Higher Education: institutional racism, racial microaggressions, racial battle fatigue, and steadfast fugitive resistance. Google Scholar
Ellison, G., Aspinall, P., Smart, A. and Salway, S. (2017) ‘The ambiguities of “race” in UK science, social policy and political discourse’, Journal of Anthropological Sciences, 95, 1–8. https://eprints.whiterose.ac.uk/120122/1/Ellison.pdf Google Scholar
An evidence based critique of what the term ‘race’ means in science, social policy and political discourse. Google Scholar
Esson, J. (2020) ‘“The why and the white”: racism and curriculum reform in British geography’, Area, 52, 4, 708–15. https://doi.org/10.1111/area.12475 CrossRefGoogle Scholar
This article intervenes in recent debates over the whiteness of the higher education geography curriculum. Focusing on UK-based universities, the author examines the why and the white in the question “Why is our geography curriculum so white?” Google Scholar
Kaur, A., Noman, M. and Nordin, H. (2017) ‘Inclusive assessment for linguistically diverse learners in higher education’, Assessment and Evaluation in Higher Education, 42, 5, 756–71. https://www.tandfonline.com/doi/abs/10.1080/02602938.2016.1187250?src=recsys&journalCode=caeh20 Google Scholar
This study, designed, developed, implemented and evaluated a contextually sensitive assessment protocol. Google Scholar
Leathwood, C. (2005) ‘Assessment policy and practice in higher education: purpose, standards and equity’, Assessment and Evaluation in Higher Education, 30, 3, 307–24. https://www.tandfonline.com/doi/abs/10.1080/02602930500063876 Google Scholar
This article places a discussion of assessment in HE in the UK within the wider policy context. It examines the moral panic around standards, especially in the context of widening participation, and moves on to discuss concerns of equity in relation to assessment. Google Scholar
Luckett, K. and Shay, S. (2017) ‘Reframing the curriculum: a transformative approach’, Critical Studies in Education, 61, 1, 50–65. https://www.tandfonline.com/doi/full/10.1080/17508487.2017.1356341 Google Scholar
This article explores how the curriculum can be utilised to challenge inequality of outcome in higher education. It concludes with recommendations for what such a reframing of the curriculum might entail. Google Scholar
Moncrieffe, M., Asare, Y., Dunford, R. and Youssef, H. (eds.) (2019) Decolonising the Curriculum: Teaching and Learning About Race Equality, 1. https://cris.brighton.ac.uk/ws/portalfiles/portal/6443632/Decolonising_the_curriculum_MONCRIEFFE_32_pages_4th_July.pdf Google Scholar
This journal offers staff and students the opportunity to reflect on practice and experience and to showcase initiatives that are making a concerted contribution to Decolonising the Curriculum. The journal is also an educational tool that can be used as an exemplar and a reference in curriculum development as well as in the classroom for students and academics to reflect upon and discuss. Google Scholar
Pimblott, K. (2020) ‘Decolonising the University: the origins and meaning of a movement’, Political Quarterly, 91, 1, 210–16. https://doi.org/10.1111/1467-923X.12784 CrossRefGoogle Scholar
This article responds to the contemporary debates in UK higher education about the need to ‘decolonise the curriculum’, with particular attention to the implications for the discipline of history. The author positions these important debates as one outcome of a transnational movement led by students of colour whose grievances reach into and beyond the classroom. Google Scholar
Race, R. (2012) ‘Analysing the historical evolution of ethnic education policy-making in England, 1965-2005’, Historical Social Research , 30 , 4 , 176–90. https://doi.org/10.12759/hsr.30.2005.4.176-190 CrossRefGoogle Scholar
This research reviews the historical evolution of English ethnic education policy-making. The social provision of education when examining the implications on ethnic majorities and minorities raises many important issues and poses the following questions: Does the education system exclude sections of the population i.e. ethnic minorities? Can cultural diversity be taught and promoted? The research explores the implications these questions raise for Afro-Caribbean, Asian and Muslim communities. Google Scholar
Saini, R. and Begum, N. (2020) ‘Demarcation and definition: explicating the meaning and scope of “decolonisation” in the social and political sciences’, Political Quarterly, 91, 1, 217–21. https://doi.org/10.1111/1467-923X.12797 CrossRefGoogle Scholar
This article pins down what decolonisation is and is not, highlighting the barriers and tentative opportunities to effective decolonisation work. This is discussed in the context of the structural constraints that critical scholars of race – particularly those at the intersection of marginalised racial and gender identities – work against in the academy. Google Scholar
Stokes, P. and Martin, L. (2008) ‘Reading lists: a study of tutor and student perceptions, expectations and realities’, Studies in Higher Education, 33, 2, 113–25. https://doi.org/10.1080/03075070801915874 CrossRefGoogle Scholar
This article proposes a need for a more open acknowledgement and discussion of reading lists, and develops insights into strategies and approaches for enhancing and reconfiguring their use. Google Scholar
Tate, S. A. and Bagguley, P. (2017) ‘Building the anti-racist University: next steps’, Race Ethnicity and Education, 20, 3, 289–99. https://www.tandfonline.com/doi/full/10.1080/13613324.2016.1260227Google Scholar
Special issue of the journal exploring how best to deal with institutional racism in higher education. Google Scholar
Whitsed, C. and Green, W. (2016) ‘Lessons from Star Trek: engaging academic staff in the internationalisation of the curriculum’, International Journal for Academic Development, 21, 4, 286–98. https://doi.org/10.1080/1360144X.2016.1170019 CrossRefGoogle Scholar
Many academics are hesitant, resistant, or ill-prepared to engage with curriculum internationalisation. This article explores how this can be addressed by reconfiguring the way academic developers engage with academics within their teaching/program teams at the discipline level. Google Scholar