Recognising Institutional Racism as an Equality & Diversity Issue When Teaching Drama Theory to Young Black Women (original) (raw)

Abstract

Full title: 'Recognising Institutional Racism as an Equality & Diversity Issue When Teaching Drama Theory to Young Black Women – Reflections on Seminar Approaches for Dealing With the Problem of White Possession and Self-Segregating Groups, and the Importance of Recognising The Desire of Young Black Women For Education and For High Achievement in the Field.' In this paper, I argue that young black women potentially face experiences of institutional racism and possible exclusion when studying Arts subjects in Higher Education. Drawing centrally on current research from the NUS Black Students' Campaign, the work of theorist Heidi Safia Mirza, and observations from teaching young black women in a number of UK institutions (both FE and HE) I propose that lecturers (white lecturers in particular) need to be alert to the issue. My paper offers account of strategies I have used when tackling issues of self-segregation along ethnic lines and issues of white possession within the seminar room. I offer illustration of the positive benefits of using group work, presentation formats, assessment processes, syllabus models and curriculum content to counter instances of institutional racism, and to acknowledge the desire for achievement present and expressed amongst black women students in UK education at the present time."

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