Background





Literature reviews
Student interviews/focus groups - 44
students across 5 institutions
Conversations with 5 academic staff with
experience of race-related issues within
higher education
Examples of practice sought- responses from
14 out of 20 institutions
Reviewed by a range of departments across 4
universities in Scotland as well as reviews
from colleagues in England
Themes from
Student Focus Groups





Assumptions and stereotypes
Developing cultural and faith/belief
awareness among staff
Working with multi-lingual learners
The ‘inclusive’ classroom
Tackling discrimination
Academic staff themes








Attitudes and assumptions
Developing cultural awareness
Racism and racial discrimination
Language- working with multilingual learners
Teaching and support strategies
Embedding race equality into the curriculum
International students
Institutional action
Purpose of the Toolkit

To assist staff who have teaching
responsibilities to embed issues of
race equality as part of:
(a) Learning and Teaching
(b) Curriculum Design
Student comment (autumn
2006)
“ We have a long history that we
want people to know…I mean
it’s interesting when I came
here some people asked me, ‘do
you have colour televisions in
China?”
Developing critical
pedagogy
Provide opportunities to see
and think about issues
differently
 Addressing stereotypes and
prejudicial perspectives

USING THE TOOLKIT
AT AN INDIVIDUAL LEVEL
 AT A SCHOOL OR
DEPARTMENTAL LEVEL
 AT AN INSTITUTIONAL LEVEL

PUTTING THE (E) INTO
QUALITY
Race equality is part of the
quality enhancement
processes
 Good practice benefits all
 Not a matter of numbers

Commission for Racial
Equality(1)


How do courses encourage students
to understand and value cultural and
ethnic diversity?
How does teaching take account of
students’ cultural backgrounds,
language needs, and different
learning styles?
Commission for Racial
Equality(2)


How does the curriculum deal with
questions of racism and diversity?
How do extra-curricular activities and
events cater for the interests or
needs of all students, and take into
account any concerns about religion
or culture?
Four sections:
Curriculum
 Learning and teaching
 Assessment
 Institutional action

Valuing cultural and
ethnic diversity
Examples:
 Choice of authors
 Case studies discuss diversity
 Assessment takes account of
diversity



Defining and clarifying technical
terminology and jargon
Avoiding colloquialisms or
expressions without explanation e.g.
modus operandi, Zeitgeist
Moving gradually into interactive
pedagogical practice rather than
beginning with such a model
Curriculum and racism
“Racism in higher education is mostly
hidden and deeply denied. Only when
lecturers open up discussions about
racism and students begin to give their
points of view do problematic outlooks
and preconditioned mindsets emerge.
Once they emerge, they can be dealt
with.”
Providing Opportunities





Specific modules which focus on racism,
racial equality and ethnic diversity
Embedding into entire degree programme
Drawing on contemporary issues
Including the voices of minority ethnic
people - not just as ‘victims’
Demonstrating relevance of issue within
course of study
Learning and Teaching
Environment
Placement contracts are explicit about equal
opportunities and anti-discrimination
“ During fieldwork, there may be racial issues
from the locals. Black minority ethnic students
may not be received well due to their ethnicity
or colour.”
• Tutors watch that study groups are
inclusive/sensitive to different needs, racism/
all forms of racist terminology, comments
addressed
 Social activities do not centre on alcohol as the
norm unless otherwise requested

An internationalist approach
within content(1)
“ There is general recognition that
University X wants to be recognised
as an international university and
has a lot of international students but
if you have a lot of international
students then you have to adapt your
teaching styles and content…. But I
feel they haven’t stepped up to that
level yet.”
An internationalist
approach(2)




Avoiding a Western-centric perspective
Enabling students to engage in constructive critical
analysis of a range of perspectives - linking these
experiences to theory and policy implications
Set tasks which promote student investigation of
international perspectives on a topic
Literature reviews to engage with international
journals/research
Monash University



GRADUATE OUTCOMES: where graduates are capable
of solving problems in a variety of settings, with
cultural and environmental sensitivity;
LEARNING PROCESS: the curriculum values empathy
and intellectual curiosity, through which learners are
enabled to participate in a mutually beneficial
internationally and multi-culturally aware learning
process;
CURRICULUM CONTENT AND DELIVERY: ensuring that
students understand the international context of their
discipline or professional course, that the content
incorporates multinational experience and thought, and
where students ideally have the opportunity to study
part of their course overseas. The way in which the
course is delivered should also be culturally inclusive
Assessment(1)

Requirements are understood by all e.g.
plagiarism
“Just asking the students if they understand the
concept is not sufficient; students have to be
shown what it means. Furthermore, at
international postgraduate levels, lecturers often
assume that all students have been taught
referencing conventions as undergraduates. We
need to distinguish between what is genuine
plagiarism and what is really negligence in
adhering to academic conventions.”
Juwah et al (2006?)
Robert Gordon University Plagiarism Project:
International Students [=43]





Lack of awareness of referencing
conventions
Lack of awareness of plagiarism
Language problems
Time
Lack of confidence/self-worth
Assessment

Assessment instruments adapted to
promote race equality (e.g.rewarding the
consideration of multicultural perspectives
where possible and appropriate)

Assessment instruments re-examined
to encourage inclusion (‘ the ability to
engage with critical reflection’ assessed as
well as ‘the ability to summarise information
from a variety of sources’)
“ Recently, a Muslim student came to me
anxious that he was going to be penalised
for handing a piece of coursework in late.
His assignment was due in the same date
as Eid. He wanted to celebrate his faith but
also commit to his study…Staff are aware
of Easter and some of the main Christian
celebrations days but not of other faiths.”
INSTITUTIONAL ACTION
AND LEADERSHIP



Institutional message needed for the issue
to be taken seriously by all staff
Provision of support to staff in
implementing race equality
Ensuring institutional coherence in
delivering for race equality e.g. aligning
initiatives to embed race equality into
learning and teaching with other services
e.g. student support, planning of
residential schools