Looking into the provided resources they share the theme of how race is looked upon in education in the UK. The given resources show differing viewpoints on how someone’s race and their attitudes towards racial diversity affect education institutions and their policies.
Bradbury’s (2020) use of Critical Race Theory (CRT) in examining assessment policies for bilingual learners in England is a powerful example of how policies can reinforce racial hierarchies. She notes when focusing on outcomes that reflect white norms, the system positions racialised bilingual learners as underachieving, which can affect how they are perceived and supported in schools. It highlighted to me that as someone who has previously trusted assessment frameworks as impartial, I now see how these tools can embed inequity. Bradbury’s positionality, using her privilege to challenge systemic bias, reminds me that self-awareness must accompany any effort toward inclusive practice. This has prompted me to reflect more critically on my own role at UAL, especially when approaching problems within the educational environment. I’ve realised I can’t assume all students have equal access in my workshops, and I must actively design my sessions to support a diverse range of needs, experiences and positionalities. In support of this approach, Smith et al. (2021) note that ‘the Inclusive Course Design Tool … encourages course teams to reflect on and interrogate the nature of inclusive academic practice in their courses, in their course curricula, their classrooms … and their approaches to student learning and support’.
Garrett’s (2024) article explores how racism shapes the experiences, aspirations, and career paths of racialised PhD students in UK higher education. She finds that racism affects the realities of these students as well as their imagined future. A key finding that spoke to me was that racism is often subtle but cumulative, experienced through microaggressions, lack of visibility in the curriculum and staffing, as well as being overlooked for opportunities. Her insider perspective as a racialised academic adds depth and legitimacy to her analysis. This article really highlights how deeply practices of inequity are normalised, even in institutions which are committed to freedom of speech.
Sadiq’s (2023) Ted X’s talk was a good reminder of why diversity policy can’t just be performative, although there wasn’t much detail in the piece, I think it’s a good overview of the issue. As he says, “Inclusion is not just being invited to the table—it’s being heard when you speak.” This challenges views of complacency in these areas at work. It certainly made me reflect on my previous attitudes to EDI training and pushed me to view EDI not as a set of policies, but as a set of relational, cultural, and strategic commitments.
In contrast to this, the Telegraph video by Orr (2022) gives a reactionary critique of Anti-racism initiatives (Advance HE) in universities, largely framing them as “woke”. The video criticises anti-racist efforts reflecting a broader resistance to change. While it raises concerns about free speech, it seems to dismiss the real experiences of those facing racism. Watching it helped me realise that anti-racist work will likely face criticism, and that institutions need to stay committed even when it’s uncomfortable.
Finally, Channel 4’s The School That Tried to End Racism (2020) offers a glimpse into anti-racist education in action. The school’s efforts to raise racial awareness among students are commendable, though the limitations of a short-term intervention are clear. Sustainable anti-racist practice requires long-term commitment, embedded in policy, pedagogy, and leadership.
In my own context, this means continuing to question the assumptions behind policies I once took for granted and developing more inclusive practices that are informed by ongoing reflection and dialogue. This blog task has helped me recognise the importance of positionality, intentionality, and accountability in contributing to anti-racist change—not just at a personal level, but across the wider education system.
REF’s
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. Read pages 241-247.
Channel 4. (2020) The School That Tried to End Racism. [Online}. Youtube. 30 June. Available at: https://www.youtube.com/watch?v=1I3wJ7pJUjg
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. Read pages 2-5 & 7-11.
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
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
Smith, C., Bell, L., Bennett, D. and McCulloch, K., 2021. Designing for inclusion: towards a critical inclusive pedagogy in higher education. Teaching in Higher Education, 26(5), pp.643–658. https://doi.org/10.1080/13562517.2019.1691344