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Transcript

Challenging the notion of attainment

Key themes

“Students from non-privileged backgrounds who did not want to forget [their own subcultural identities] often had nervous breakdowns…More often than not they dropped out with no trace of their inner anguish recorded, no institutional record of the myriad ways their take on the world was assaulted by an elite vision of class and privilege. The records merely indicated that even after receiving financial aid and other support, these students simply could not make it, simply were not good enough.” (Hooks, 2000:37).

  • Empowerment

  • Lack of links to connect students, PHD staff, and lecturers at all levels etc to this common platform

  • Unchecked privilege, lack of awareness - both students and lecturers

  • Developing students holistically

Why I too am Sussex came about

3. Introducing a compulsory interdisciplinary module on ‘Contemporary Identity construction’, which cuts across the axes of difference for undergraduate students in first year

2. Modifying hiring methods in order to recruit teaching staff who are diverse in their expertise and what they teach, rather than just diverse in terms of appearance

4. Course convenors include questions

pertaining to diversity within the

course material and where applicable

questions pertaining to how well sensitive issues were handled during the course of the module

1. Teaching staff demonstrate

increased mindfulness in including a diversity* of perspectives when constructing reading lists

5. Sussex to invest in more research around these issues, to gather more data that is transparent and accessible

Our Proposal

Our limitations

-

“In the field of IR i would appreciate more academic articles from non - western authors and not just when it concerns postcolonial theory etc. “

“As an International Development student, I would like to see diversity improved by making more aggressive steps to collaborate with universities in Developing Countries. That would give us a deeper understanding of local development problems as well as the possible solutions.”

Our Survey

“Most modules in IR, while they do highlight issues of race and gender, are taught by white males and I'd guess about 90% of the reading material is by white males, apart from the occasional week on 'gender' or 'postcolonialism', where women and writers from other backgrounds get more of a look in.”

“As a History student I still feel that there are major gaps in my knowledge about ethnic minorities. For example in a module about Britain in the 20th century it failed to include anything about the British black civil rights movement or in depth experiences of ethnic minorities.” – Lack of diversity in perspectives being taught

“I have had no lecturers from diverse ethnic and racial backgrounds, but some tutors (PHD students)”

“Too middle class and Western. More teachers from developing countries and/ or people from low income backgrounds, both from developing countries and the west. A course that is more practical and useful as well please! Theory should be about utility not social mobility “

“One lecturer I had used the N-word and cringed, whispered etc when using the word 'black' to reference a person of colour. The same lecturer then went on to disregard black peoples experience of racism in the UK and claimed there was no longer a need for a gay rights movement in the UK. This lecturer was the course conveyor for a Race module. Within the race module I was not taught by a person of colour, nor were my seminars led by a person of colour.” – Some are very extreme and there are long term effects of this

“Would be interesting to see how much this is already included in any tutor training and whether making the training/ adding this into the training would make a difference, particularly if it was led by students that have experienced 'what not to do'.”

SED – People tiptoe around issues such as queerness and feminism. Skipped lectures about feminism because she felt she would be triggered because the lecturer and the students have not learned sensitivity on the subjects

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