Liberation Officers In Every Union by Liverpool Guild LGBT

Liberation Officers in Every Union

Welcome to the ‘Liberation Officers in Every Union’ pack! The student movement has a proud history of campaigning for equality, and dramatically advancing the UK’s equality agenda. Equality issues span all areas of yours and our work: from education, to welfare, to student societies, to sport, to student representation, to wider issues like graduates’ salaries and international issues. This pack is designed to, firstly, demonstrate that equality has not yet been won, and that sexism, disablism, racism and homophobia are rife in all areas of society today. Secondly, the pack will help your students’ union to do something about this! The student body in this country is one of the most diverse bodies in the world, with students from all liberation groups and from all over the world. Students’ unions and NUS have a responsibility to not only actively involve those students in their union, but also to be a part of the campaign for their equal rights. Your union may or may not have liberation officers currently; however, this pack should be of use to you regardless. Within each section there are statistics, a series of questions that you might encounter, together with the answers, and a list of ‘useful contacts’ to help you in your work. A model policy for creating the role of a dedicated officer is also included. Some officers feel as though equalities work isn’t really their area, but think about all the students at your university/college who are in a liberation group (women, LGBT students, disabled students and black and minority ethnic students). Your work on equalities issues affects all of their lives. What an amazing thing to do during your time in education. Feel free to contact any of the NUS Liberation Officers via www.officeronline.co.uk

Liberation Liberation: an introduction What is liberation? There are four liberation campaigns in NUS – Lesbian, Gay, Bisexual and Trans (LGBT) Campaign, Disabled Students’ Campaign, Black Students’ Campaign, and the Women’s Campaign. These are the groups of students who face discrimination in education and who are also oppressed in wider society. This is different from a special representation campaign like ‘mature students’ or ‘international students’ because although they might be discriminated against within further and higher education, they are not oppressed by this, and neither are they oppressed in wider society.

The liberation campaigns are vibrant and diverse, and are a strong campaigning voice for those students who suffer discrimination and oppression in their lives.

Black Students’ Campaign NUS Black Students’ Campaign exists to defend and extend the rights of students of African, Caribbean and Asian descent, and also those who self define as black. As an example of discrimination on our own doorstep, 17% of UK students are black and yet only 4% of students’ union officers are black.

LGBT Students’ Campaign The LGBT Campaign exists to support and campaign for the rights of Lesbian, Gay, Bisexual and Trans students. Often the liberation campaigns can be the only organisation fighting for something in the whole of the UK. For example, the national campaign to lift the outdated and unfounded ban on gay men giving blood is being held up solely by this campaign!

Women’s Campaign The Women’s Campaign exists to defend and extend the rights of women students – as students and as people in the wider sense. From childcare, to

representation, to the pay gap in work, to sexual and domestic violence … women’s rights need addressing in colleges and universities throughout the UK. Women’s officers often do entertaining stuff too - like the Vagina Monologues, or events on International Women’s Week.

Disabled Students’ Campaign The Disabled Students’ Campaign is a self-organising autonomous liberation campaign for all students who define as being disabled. The campaign believes in the social model of disability, whereby disabled people’s ‘disability’ is not theirs; rather that barriers exist in society and the way society is organised which disable some people from taking part.

What do the liberation campaigns do? Liberation campaigns play vital roles in students’ unions and within NUS. Their roles include, but are not limited to: Representation Having liberation officers on a students’ union exec or council, or on NUS’ NEC, ensures that the voices of oppressed groups of people can be heard. It is also sometimes explained as a way of taking steps to redress the balance in society – whereby progressive organisations actively seek the involvement and opinions of students in marginalised groups. Liberation officers also make sure that important equalities issues don’t fall through the cracks - for example, making sure that universities/colleges are implementing equalities legislation, or picking up on the ‘anonymous marking’ campaign. Campaigning A key area of all liberation officers’ responsibilities – nationally and locally – is to run campaigns to win changes for students in liberation groups and to make their lives better. These campaigns are extremely varied (because sexism, racism, homophobia and disablism occur in every area of society); from health issues, to problems with course syllabuses, to fighting course closures or crèche closures, and, of course, fighting the BNP.

Welfare Liberation officers often get involved in, or initiate, welfare campaigns that are linked to the oppression of their group, or that are especially applicable to their group. For example, many women’s officers run breast cancer campaigns, and raise money for local women’s refuges. In this way, liberation officers in students’ unions can be great assets to the union’s welfare campaign – after all there’s always something more we can do for our students’ welfare. Liberation groups and safe space Officers locally often run liberations groups (Women’s Group, Disabled Students’ Group, LGBT Group, Pride, Black Students’ Group, Anti-Racism Group etc). These groups can help to run campaigns, discuss issues of importance to them, and increase the involvement of people from these groups within the union. It is also important that people in liberation groups have access to safe spaces – where they know that they will not be discriminated against – and campus groups/societies sometimes provide this too.

Autonomy What is autonomy? Autonomy is a word that is often misunderstood, or simply not understood at all. However, it is absolutely crucial to any liberation campaign. Autonomy in liberation is the idea that oppressed or disempowered groups of people organise for themselves. For example, a disabled students’ group is better placed to make decisions on their budget, or on a paper for the university on accessibility, than the union exec. Self-defining sometimes goes hand in hand with the term autonomy. Many autonomous campaigns rely on people ‘self-defining’ into liberation categories (ie if a student considers themselves to be an LGBT student then they are). Autonomous liberation campaigns, in practice, operate something like this:

Autonomous conferences All of the NUS liberation campaigns hold autonomous conferences, where only people in their respective liberation groups are eligible to attend the relevant conference. As such, liberation officers are only accountable to those students in their liberation group. These conferences also elect the liberation officers, and the national committees, and discuss and pass policy and budgets. Closed elections In the spirit of autonomy, many unions have closed elections for their liberation officers – that is elections where only people in the respective liberation groups can vote for the various officers. They have chosen to do this because they believe that students in liberation groups should have control over their campaigns. For example, they believe that white students, who are often the majority on campus, should not be able to elect the Black Students’ Officer. Some closed events Some, not all, liberation events are ‘closed events’ - ie only people who define within the campaign may attend. These events are not designed to prevent men from campaigning against sexism, or to prevent a heterosexual student from campaigning against homophobia. Rather, they are there to ensure that at least some events are held in a ‘safe space’ – one where people can fully take part without fear of intimidation or discrimination. It is important to remember that the liberation campaigns are made up of students who are consistently oppressed within society, and closed events are a way to make sure that they can participate in their own liberation campaign. In general, not all events are closed. Separate liberation officers Many students’ unions (and NUS) feel that it is important to have individual liberation officers – rather than have one officer for ‘equalities’. This is because a white equal opportunities officer would not be representative of black students, and would, in fact, disempower black students by denying them their voice in their own campaign and undermining their ability to self organise. This is not to say that equal opportunities officers don’t have a role in students’ unions, but that liberation officers must also separately exist in some way to allow for true representation and self organisation.

Special regions (Nations) The NUS special regions â&#x20AC;&#x201C; NUS Scotland, NUS Wales and NUS-USI are all autonomous from NUS UK. Within the special regions, there are also separate autonomous liberation campaigns that provide a voice for oppressed students within those regions. The liberation officers from the special regions are also able to feed into the NUS UK liberation campaigns through the National Committees. Why is autonomy important? Autonomy in the liberation campaigns is extremely important, and some would argue is the heart of the campaigns themselves. If we accept that only a person who is part of an oppressed group can fully understand what it is like to be part of that group, then we surely accept that that group should be able to make its own decisions and organise itself. It is also important to remember that almost all of the social, political and economic changes that have brought us closer to equality were won through autonomous liberation groups, both inside and outside of the student movement. Autonomy works.

CONTENTS

The pack is divided into the following sections:

Disabled Students

Women Students

Black Students

LGBT Students

Equal Opportunities

SECTION A

Disabled Students

NUS’ Disabled Students’ Campaign Introduction What is the Disabled Students’ Campaign? The Disabled Students’ Campaign within NUS is a self-organising, autonomous liberation campaign for disabled students. It has its own full-time elected Disabled Students’ Officer, Disabled Students’ Committee, conference and steering committee. The conference is open to disabled students on a self-determining basis. The motions passed at our conference become the policy of the Disabled Students’ Campaign and form the basis of the work we engage in for the following year. The Disabled Students’ Campaign has existed within NUS since 2000. A social model of disability NUS believes in a social model of disability. We believe that disability is caused by barriers and discrimination – not because of our individual impairments. It says that, if access adjustments are made, a person becomes non-disabled. The alternative model, the medical model of disability (also known as the individual model of disability), argues that impairments cause disability. We don’t accept this – we feel that if adjustments are made we are able to participate in the same way as anyone else. The social model of disability is at the centre of all the work that the NUS Disabled Students’ Campaign does.

Legislation The Government has responded to the social model of disability by introducing a vast amount of legislation, most of it with the specific aim of ensuring that disabled people are able to participate in all aspects of society, including education. Whilst the spirit of the legislation is often good, we have been let down by certain aspects of the law. The NUS Disabled Students’ Campaign regularly lobbies decision makers to bring about change to legislation in the interests of disabled students. Recently, this has included work on the ‘definition’ of disability under the legislation (many students are affected by the fact that they are not ‘disabled enough’ to receive protection under the law) and work on what a ‘reasonable adjustment’ actually is. Education funding The Disabled Students’ Campaign believes in free education funded by universal grants for all. We believe in taxing the rich to ensure that adequate funding can be made available for all students in education. We do not support targeted grants or means testing. We feel that all means-testing systems discriminate against disabled students, and there will never be a system that can be designed fairly to ensure that all those who need it get targeted funding. As such, we support a living grant available to all students for the entirely of a course – in further education, higher education and at postgraduate level. We also believe that the Disabled Students’ Allowance should be made available to all students at every stage of their education from FE onwards. We don’t believe that the cap on Disabled Students’ Allowance is fair.

Hidden Disabilities The Disabled Students’ Campaign is frequently misunderstood. Many students believe we only represent wheelchair users, or those with sensory impairments. Many students have disabilities that cannot be seen - examples include dyslexia, mental ill health and/or autism. The Disabled Students’ Campaign exists to ensure that all disabled students are represented, whether their impairment is seen or unseen. We work hard to raise awareness of all disabilities and encourage access for all students. Disabled Students – Pro Choice and Proud! Another common misconception of disabled students is that we do not support abortion or assisted dying. Often, pro-life and anti-choice groups target disabled students on campus. They can use emotive language and distort the truth in an attempt to use disabled students as an example of why abortion and assisted dying is morally wrong. The Disabled Students’ Campaign recognises this cynical and patronising attempt to distort the truth. We believe that all women, including disabled women, have the right to make choices about their lives and their bodies. We believe that all disabled people who are terminally ill have a right to make a choice to die with dignity. We believe that disability and/or impairment should not be used as an extension to the time offered for women choosing to have an abortion. We also support more resources and better palliative care for those who choose not to undergo an assisted death.

Why are you ‘disabled students’ and not ‘students with disabilities’? For some time in NUS, the Disabled Students’ Campaign was known as the “Students with Disabilities’ Campaign”. As a result, many students’ unions followed NUS terminology and introduced ‘SWD officers’. In 2005, NUS changed its campaign name to the “Disabled Students’ Campaign”. We did this as a result of a democratic process at Disabled Students’ conference. We believe that the term ‘students with disabilities’ is not reflective of the social model of disability. Using the word ‘with’ implies that students OWN their disability themselves, that they are responsible for it. The term ‘disabled students’ is more accurate in that it ensures that the disability is something that society gives, and that if access adjustments are made, disability is removed. We encourage students’ unions to change their ‘SWD officers’ into ‘disabled students’ officers’ in order to reflect the social model of disability. Terminology Terminology is important to disabled people. The discrimination and oppression that disabled people have systematically been subjected to is evident in the words that society uses. Here’s some examples: Handicapped This term originates from the words ‘cap in hand’ and is indicative of how disabled people were often forced to beg to get money for food, as capitalist society made them no use as ‘work slaves’. It is generally considered to be an offensive term, although it is still widely used in America.

We suggest that you use the term ‘disabled’ instead – indicative of the fact that society literally DIS-ables those with impairments. Able-bodied This term is not considered to be acceptable in the disability community as it suggests that disabled people do not have an able body. We suggest that you use the term ‘non-disabled’ instead. Crip, spacker, mong, mental These are all words that are wholeheartedly rejected by the disability community. Although some of us may use these words to describe ourselves, and each other on occasion, for it to be used as a put-down or insult is not acceptable. We suggest that you avoid defining people by their individual impairment.

We believe that, as disabled students, we know best about what is right for us. We have suffered at the hands of an inaccessible world, we have suffered discrimination and oppression consistently and we know that our liberation should be achieved by us. We welcome non-disabled people who support our broad aims and objectives, particularly carers and family members who have an understanding of disability and its effects. But we believe that we have a right to represent ourselves. We have been patronised by society, charities and ‘well-meaning’ people for centuries, and find it offensive and discriminatory. Those working to achieve liberation for disabled people (both on a wider level and also in individual colleges and universities) should themselves be disabled. Here’s some practical things that disabled students’ officers have done in colleges and universities across the country: -

set up disabled students’ groups

set up disabled sports clubs

worked with their institutions to improve access

got involved in national disability policies

lobbied their local council to improve access

improved the accessibility of their students’ union

got hundreds of disabled students involved in their union

improved the facilities of bars and clubs on campus

achieved funding from disability organisations to work on access

run awareness campaigns

acted on behalf of disabled students in appeals

ensured that disability is represented (and therefore worked towards equal opportunities) on the SU executive

provided student-led training on disability to SU and institution staff

represented their institution nationally at NUS Disabled Students’ Conference

Model Policy for a Disabled Students’ Officer This union notes: 1.

That NUS has a Disabled Students’ Campaign as a liberation campaign that specifically works on behalf of disabled students nationally;

That there is no representation for disabled students in this union.

This union believes: 1.

That disabled students suffer from discrimination in the education system and a multitude of barriers that stop them from getting fully involved in student and academic life;

That this union should make an effort to exist for every single student and represent students from minority groups;

That disabled students should be represented by disabled students, not by non-disabled officers who may not have a full understanding of the issues and cannot speak on behalf of disabled students personally;

This union resolves: 1.

To create a Disabled Students’ Officer on the executive of this union and amend the constitution accordingly;

The job description of the Disabled Students’ officer shall be: The Disabled Students’ Officer will: o

be an executive officer of the students’ union and represent the needs of disabled students to the executive and to the institution where necessary;

convene and chair a disabled students’ group;

be the key point of contact for disabled students within the union and provide them with information, advice and referrals where necessary;

work to ensure that this union is accessible to all disabled students and lobby the institution to fight for access for all;

work with the NUS Disabled Students’ Campaign and attend NUS Disabled Students’ Conference annually;

run campaigns where necessary to highlight and raise awareness of issues affecting disabled students.

Top 10 disability facts 1. Around 1 in 20 students declare a disability when registering for their course. The actual number is likely to be much higher. 2. Disabled people are twice as likely as non-disabled people to have no qualifications. 3. Around 1 in 5 adults of working age is disabled. This is more than 7 million people. 4. Only about half of disabled people are working, compared to 80% of nondisabled people. 5. Only 20% of people with mental health problems are working. 6. Disabled people, on average, earn at least 10 per cent less than their nondisabled counterparts. Depending on their disability, they often earn much less. 7. Since 1997, there has been a 20% increase in the number of people with learning difficulties being put into residential care. 8. There has been a 40% increase in institutionalisation for people with mental health problems. Disabled people have no right of appeal if their local authority wants to put them in a care institution. 9. Half of disabled people list transport as their main area of concern. 10. Disabled people can only use 70 per cent of buses and 60 per cent of trains. Sixty per cent of disabled people have no car, compared with just 27 per cent of non-disabled people.

Useful contacts Disability Rights Commission The DRC is an independent government body with an advisory and educative role. In addition, it has enforcement powers to enable it to fulfil the task of ensuring accessibility and civil rights for disabled people. Contacts: Telephone:

08457 622 633

Textphone:

08457 622 644

Web:

www.drc.org.uk

Email:

enquiry@drc.org.uk

SKILL The National Bureau for Students with Disabilities exists to promote opportunities for young people and adults in post-16 education and training. It runs a helpline for disabled students to get advice and information. Telephone:

020 7450 0620

Textphone:

020 7450 0620

Helpline:

0800 328 5050

Textphone:

0800 068 2422

Web:

www.skill.org.uk

Email:

skill@skill.org.uk

Disability Law Service The Disability Law Service is a national registered charity that provides confidential and free legal advice for disabled adults, their families and carers. DLS also provides disabled people with a casework service. Telephone:

020 7791 9800

Textphone:

020 7791 9801

Web:

www.dls.org.uk

Email:

advice@dls.org.uk

English Federation for Disability Sport EFDS is the national body responsible for developing sport for disabled people in England. They work closely with five National Disability Sports Organisations recognised by Sport England. Telephone:

0161 247 5294

Textphone:

0161 247 5644

Web:

www.efds.net

Email:

federation@efds.co.uk

NUS Disabled Studentsâ&#x20AC;&#x2122; Campaign Telephone:

0871 221 8221

Textphone:

020 7380 6649

Web:

www.officeronline.co.uk/disabled

Email:

disabled@nus.org.uk

SECTION B

Women Students

NUS’ Women’s Campaign Introduction What is the women’s campaign? The NUS Women’s Campaign was the first of the national liberation campaigns to be set up. The campaign was created as a direct result of work done by women students in colleges who wanted the student movement to address women’s issues and tackle sexism seriously. Women from Manchester University were crucial in putting pressure onto NUS as they had strippers regularly in their union bar! NUS Women’s Campaign is here to represent women students and their interests, and to campaign for the rights of women as students, as graduates and as members of society. History The first NUS Women’s Officer and National Committee were elected in 1986. Since then our national conference and our campaign have grown bigger, stronger and higher in profile. The Women’s Campaign has become one of the most active, diverse and outward looking sections of our national union. In recent years there has been a number of high profile national campaigns including: Absolutely Feminist, No Means No, Pro Choice and Proud!, I’m not a feminist but…, A Woman’s Place is in Her Union, Pay Gap, and Stop Violence Against Women, with a recent demonstration where over 1,000 women, many of them students, marched through London against violence and rape. It was also the Women’s Campaign that organised the action and pickets against Miss World when it returned to Britain, and that continues to campaign against this sexist and outdated tradition as it returns today in the form of Miss University UK. Women today Today women are in a much better position than ever before. However, we still have a long way to go and we have not won equality yet. As the statistics show, women can still expect to earn less, face violence and sexual assault, miss out on job opportunities, and be burdened with loads more student debt, and we are still

massively under-represented in government. It is thanks to all the women who campaigned before us that we are where we are today, but there are still plenty of battles to be won, both within the student movement and outside of it.

The Women’s Campaign: common questions Isn’t women’s autonomy sexist because it excludes men? The world we live in is one in which men and women are unequal. Women face discrimination, stereotyping, violence, poor working conditions and more. Because of this, creating women-only space is not sexist; it simply redresses the balance. Women have always organised autonomously, but we are only called sexist when we do it for women’s rights, rather than for a coffee morning or bingo! It’s also important to remember that women-only campaigning works! Look how far women have come over the last 100 years. This is through women organising autonomously and campaigning for their rights, regardless of what some unsupportive men around them said at the time. Aren’t women’s groups full of lefty lesbian feminists? If women’s groups include women who are political and who are lesbians then that is a good thing! Women’s groups should be accessible to all women and be as political as they want. We live in a society that is homophobic as well as sexist. Women who are feminist and who are lesbian or bisexual receive a lot of bad press. But think about it. Lesbian and bisexual women are simply that! And feminist women are people who believe in equality and who do something about it. And who can argue with that? But our students’ union isn’t sexist – there are lots of women in our college! Students’ unions and colleges don’t exist in a vacuum and sexism exists everywhere. -

There may well be more women at undergraduate level at university, but beyond that they are massively under-represented at Masters, PHD and Professorship level. SUs should represent all their students, not just undergraduate ones.

In recent years, many women’s officers have been set up at further education colleges, specifically as a result of many closures of childcare

facilities. No childcare can mean the difference between women studying or not! -

Who is going to speak for all the women graduates? Women can expect to earn 18% less than men on average, and they will be paying back their student debt for years longer.

Women are generally under represented in areas like science, engineering and many practical subjects.

Only 11% of university vice-chancellors, and 27% of college principals, are women!

Less than 20% of MPs are women – and they make decisions about our education all the time.

Women experience sexual harassment, assault and violence in every walk of life. And this includes in halls and at college.

Reproductive rights are a student issue; too many women drop out of college or university because of pregnancy – either a lack of support or social stigma means that they cannot continue to study.

Sexism does exist in every single college and university, and women everywhere need and deserve specific representation.

But our union has lots of women involved Great! It is the job of the women’s officer to make sure that continues, and to make sure that women, from year to year, span all of the positions available including roles like president, finance and commercial officer positions. Unless you have a person whose job it is to build on involvement, it may very well change in future years. Also, the job of the women’s officer is to be a specialist in this area. You can’t expect just any of the women elected to fulfil this demanding and sometimes specialist role.

Women’s officers exclude men! Women’s officers exist to counteract sexism in your union and in society. For many women this means the exact opposite of excluding men – in fact it means working with men to get them to think about and question sexism! Several women’s officers across the country have now set up Anti-Sexism Groups or

Gender Societies that run alongside the Women’s Group, where women and men can campaign against and discuss sexism together. And men are often more than welcome to get involved and campaign with us, and well done to those men who support our agenda. But it must be our agenda. Women still need to be directly represented. Only women know what it’s like to be discriminated against as women, and women know what’s best for them. But women’s officers are sexist Women’s officers are not sexist. Society is sexist, and women’s officers are redressing the balance. Can a women’s officer be a man? NO! That IS sexist! Women’s officers are there to represent women and to put women’s voices across within the union. A man can’t do that, as he has not directly experienced sexism like this and would not know which issues women want to prioritise. A women’s officer can also provide a contact point for women in the union. There are many times where a woman will be more comfortable speaking to another woman. Women’s officers are also a ‘figure head’ for women in the union – a guarantee that, whatever happens, there will be a woman on the executive committee or student council. Why can’t men vote for the women’s officer? A women’s officer is there to represent women. Similarly, it would also be ideal to have only postgraduates electing the PG officer in a union. In a mixed vote men will often dominate, and could also limit what candidates said in their election campaigns. For example, if men could vote, candidates would be far less likely to say anything that men may not like (sometimes men can feel under attack when women’s officers talk about violence, rape and objectification of women). It would be bizarre to have a women’s officer who was scared to talk about sexism for fear of men voting her out! What about a men’s group? Women’s groups are about addressing oppression in society and in college. Men are not being discriminated against if they don’t have a group. It is women who

face inequality because of their gender, so men’s groups should not be set up purely as a reaction to women’s groups. However, some men will be trying to address positive issues around gender, sexuality etc, or be looking at issues like health through men’s groups. These groups can, and probably should, run as either mixed groups (like the mixed gender/anti-sexism groups talked about earlier), or as a branch of a welfare campaign. These groups, though, are not liberation groups. Shouldn’t we be trying to work together? Yes we should! But discrimination means that men have already got an automatic head start. Women have traditionally been stopped from working alongside others through harassment, stereotyping, and a lack of facilities like childcare. Women’s officers are there to try to ensure that women can work equally with men. The bottom line is that women and men should definitely campaign together and discuss gender together, but the direction of the Women’s Campaign/Group and the policy making must be women-only led. Equal opportunities are a better idea, because they include everyone Equal opportunities officer positions assume that all types of oppression can be dealt with together. This is simply not the case. Not only would the workload be too great for one person, but also autonomy - one of the central parts of any liberation campaign - will have been lost. Women need direct representation in the students’ union, as do all the other groups the equal opportunities officer is supposed to be representing. Part of the role of the women’s officer is to provide direct representation to women in the structures of a students’ union. Equal opportunities officers take away this representation. They cannot provide a direct voice for women in the union. Women need a woman in the union to approach about things like pregnancy, sexual harassment, assault, and violence. This type of work cannot be done by a man.

IMPORTANT NOTE: In April 2007 the Government launched the Gender Duty. This legislation requires all public sector bodies to not only uphold equal opportunities, but to take active steps to bring an end to sexism. As a students’ union you may or may not be a public body; however, as good practice, students’ unions can lead the way in the implementation of this Duty by taking active steps to end sexism – by having a women’s officer! Let’s be honest, if the Government, universities, colleges, and all other public bodies are doing it, students’ unions should be too!

Model Policy for a Women’s Officer What follows is a ‘model’ policy for setting up a union women’s officer. Whilst the job description is quite comprehensive, bear in mind that women in your union may have specific needs. Use this policy as a starting point, consider your union’s specific needs, and develop and adapt the policy as needed. Remember to tailor it to your union’s constitutional requirements. This union believes: 1. that women students suffer from discrimination within the education system and within society; 2. that this union should be a union for every single student, and should be proactive in combating discrimination and other barriers to involvement; 3. that having specific representation for women students will empower other women students to get more involved in the students’ union; 4. that this union has a moral duty to combat discrimination against women students, both inside and outside of the classroom. This union resolves: 1. to create a women’s officer position, with the following job description: o

be an executive officer of the students’ union and represent the needs and opinions of women students to the executive; represent the needs and opinions of women students to the college/university as necessary;

convene and chair the union’s Women’s Group;

scrutinise both the union and college/university’s equal opportunities policies to protect the rights of and promote the involvement of women; ensure that the equal opportunities policy is properly implemented at all times;

produce materials and resources to inform and educate all students about the nature of discrimination against women;

work with the NUS Women’s Campaign and other organisations such as trade unions and relevant women’s organisations;

ensure that this union fully engages in the democratic processes of the NUS Women’s Campaign, for example by submitting motions and sending delegates to Women’s Conference;

2. that the women’s officer will be elected by those members of the students’ union who are women; 3. that only women may stand for the post of women’s officer; 4. to create and fund a Women’s Group, membership of which will only be open to women students.

You can contact the NUS Women’s Officer at women@nus.org.uk

Discrimination â&#x20AC;&#x201C; the facts 10 facts about sexism 1. On average, women are paid 17% less than men in full-time employment, and a massive 38% less than men in part-time employment (EOC, 2006). 2. 49% of disabled women work, compared to 75% of women who are not disabled (EOC, 2006). 3. 42% of female homicide victims, compared with 4% of male homicide victims, were killed by their current or former partner in England and Wales in 2000/1 (Home Office, 2001). 4. Women make up less than 20% of MPs in Parliament, compared with 40% in the Scottish Parliament and 50% in the National Assembly for Wales. (EOC, 2006). 5. Only 3% of women are happy with their bodies (Real Magazine, 2002). 6. 70% of the worldâ&#x20AC;&#x2122;s extreme poor (living on less than $1 a day) are women (World Development Indicators, 1997). 7. 1 in 10 senior police officers are women (EOC, 2006). 8. Two thirds of the 876 million illiterate people in the world are women (UN, 2000). 9. Violence against women kills more women than cancer, malaria, traffic accidents or war (Home Office, 2002). 10. There are only two minority ethnic women MPs at Westminster (EOC, 2006).

Women’s Campaign – useful contacts Equal Opportunities Commission “The Equal Opportunities Commission is the leading agency working to eliminate sex discrimination in 21st Century Britain. If women and men had equal chances in life, things would be different. We're working on it…”

Great Britain

Scotland

Wales

Arndale House

St. Stephen’s House

Windsor House

Arndale Centre

279 Bath Street

Windsor Lane

Manchester

Glasgow

Cardiff

M4 3EQ

G2 4JL

CF10 3GE

t: 0845 601 5901

t: 0141 248 5833

t: 029 2034 3552

f: 0161 838 1733

f: 029 2064 1079

e: info@eoc.org.uk

e: wales@eoc.org.uk

w: www.eoc.org.uk For a useful accessible paper with stats you can use try googling ‘Sex and Power’: Who Runs Britain’ and you should get to a really good report by the EOC. Important Note: Commission for Equality and Human Rights (CEHR) The Equality Act 2006 established the Commission for Equality and Human Rights (CEHR) that will come into being in 2007. The work of two of the current commissions - the Disability Rights Commission and the Equal Opportunities Commission - will be integrated into the new Commission from the start, while that of the Commission for Racial Equality will be included from 2009. From 2007, the CEHR will also promote equality and tackle discrimination in relation to sexual orientation, age, and religion or belief – areas that are not covered by the existing Commissions. w: www.cehr.org.uk

Fawcett “Fawcett is the UK’s leading organisation campaigning for equality between women and men. Our vision is of a society in which women and men are equal partners in the home, at work and in public life. We campaign for changes which will lead to improvements in women’s lives. When we speak, people listen.” 1-3 Berry Street, London EC1V 0AA t: 020 72532598 f: 020 72532599 e: info@fawcettsociety.org.uk w: www.fawcettsociety.org.uk The Women and Equality Unit, Department of Trade and Industry “The Ministers for Women, supported by the Women and Equality Unit, lead on gender equality in Government. They also have responsibility for equality in relation to sexual orientation and equality co-ordination across government. The aim of the Women and Equality Unit is to reduce and remove barriers to opportunity for all. We are working with colleagues across Government to bring about measurable improvements in the position of women which benefit society generally; and to promote equality for all, particularly in the development and delivery of Government policy and services.” 35 Great Smith Street, London SW1P 3BQ t: 0845 0010029 e: info-womenandequalityunit@dti.gsi.gov.uk w: www.womenandequalityunit.gov.uk Engender “ENGENDER is an information, research and networking organisation for women in Scotland, working with other groups locally and internationally to improve women's lives and increase their power and influence. The organisation campaigns to ensure that women and their concerns have greater visibility and equal representation at all levels of Scottish society.” 18 York Place, Edinburgh EH1 3EP t: 0131 5589596 e: engender@engender.org.uk w: www.engender.org.uk

The Women’s National Commission “The Women's National Commission is the official, independent, advisory body giving the views of women to the Government. It is the only organisation of this kind in the UK. It ensures that women's views are taken into account by the Government and are heard in public debate.” 35 Great Smith Street, London SW1P 3BQ t: 020 72762555 f: 020 72762563 e: wnc@dti.gsi.gov.uk w: www.thewnc.org.uk The F-Word “The F-Word is an online magazine dedicated to talking about and sharing ideas on contemporary UK feminism. This webzine exists to help encourage a new sense of community among UK feminists, and to show the doubters that feminism still exists here, today, now and is as relevant to the lives of the younger generation as it was to those in the 60s and 70s.” w: www.thefword.org.uk YWCA England and Wales “We support young women experiencing poverty, unemployment, violence, abuse and isolation, and campaign with them to overcome the barriers to their full participation in society.” Clarendon House, 52 Cornmarket Street, Oxford OX1 3EJ t: 01865 304200 f: 01865 204805 w: www.ywca-gb.org.uk YWCA Scotland YWCA Scottish National Council, 7b Randolph Crescent, Edinburgh EH3 7TH t: 0131 2257592 f: 0131 4677008 w: www.ywcascotland.org Rights of Women “Rights of Women works to attain justice and equality by informing, educating and empowering women on their legal rights.” 52-54 Featherstone Street, London, EC1Y 8RT t (advice line): 020 7251 6577 t (administration line): 020 7251 6575/6 f: 020 7490 5377 e: info@row.org.uk w: www.rightsofwomen.org.uk

Women’s Resource Centre “Generating, promoting and sustaining voluntary action that improves the status of women” 76 Wentworth Street, London E1 7SA t: 020 7377 0088 f: 020 7377 5544 e: info@wrc.org.uk w: www.wrc.org.uk/ The Women’s Library “The Women's Library is a cultural centre, housing the most extensive collection of women's history in the UK.” London Metropolitan Library, Old Castle Street, London E1 7NT t: 020 73202222

f: 020 73202333

w: www.thewomenslibrary.ac.uk

The Pankhurst Centre “The Pankhurst Centre provides a women-only space that creates a unique environment in which women can learn together, work on projects and socialise. It is a combination of two projects: a Women's Centre and a Heritage Project.” 60 - 62 Nelson Street, Chorlton on Medlock, Manchester M13 9WP t: 0161 273 5673

f: 0161 274 4979

e: pankhurst@zetnet.co.uk

w: www.thepankhurstcentre.org.uk Older Feminist Network “The OFN was formed in 1982 and has met regularly ever since in order to give voice to the concerns of older women which we felt were being ignored in feminist circles and in society generally.” t: 020 8346 1900 (evenings) e: beryl@bmdouglas.supanet.com w: www.ofn.org.uk Internet gateways: WomenWatch – the UN internet gateway on the advancement and empowerment of women w: www.un.org/womenwatch/

fe-mail â&#x20AC;&#x201C; a womenâ&#x20AC;&#x2122;s internet project LG2, The Media Centre, 7 Northumberland St, Huddersfield, West Yorkshire HD1 1RL t: 01484 483030 or 01484 483131 e: all@f-mail.demon.co.uk w: www.f-mail.demon.co.uk

SECTION C

Black Students

NUSâ&#x20AC;&#x2122; Black Studentsâ&#x20AC;&#x2122; Campaign Introduction There has never been a more important time to have a strong and active NUS Black Students' Campaign. Rising racism is threatening all Black communities arguments and attitudes that just a few years ago were confined to a marginal fringe are now common currency. Questioning of the value of multiculturalism by politicians and media commentators and the demonisation of Muslim and other Black communities have dominated the media headlines of late. In an increasingly racist climate, NUS Black Students' Campaign believes that students have an important role to play in ensuring that racism is actively confronted on campus and in our communities. The NUS Black Students' Campaign is one of the most vibrant and dynamic parts of NUS - representing all sections of the African, Arab, Asian and Caribbean communities. Yet Black representation is not always reflected in our unions. This briefing aims to help you understand and defend the need for greater representation of Black students within your union. Endemic prejudice and inequality result in Black students facing discrimination at every stage of education, from college and university admissions through to their final exams. Racism means that Black students are given lower marks compared to white students when anonymous marking is not in place; Black students have disproportionately higher levels of drop-out and exclusion, higher rates of mental health problems, larger student debt, a greater propensity to be unemployed after graduation despite higher final marks, and inside five years are likely to be earning less than their white peers for the same job. This is indicative of the social, economic and cultural racism that Black students face. Clearly, the need for Black representation has never been starker. Without proper representation from the Black community, these issues are unlikely to be addressed by our unions. Currently, Black students constitute 20 per cent of NUS' membership, yet they are among the least represented groups within the union's democratic and social structures. Less than six per cent of all elected union sabbatical and executive

officers are Black. The likelihood is that unless students' unions redress the issue of under-representation, Black students will continue to miss out on academic and welfare support, remain on the fringe of union activities, and fail to realise the full benefits of being in a union, or their own potential. This is why the NUS Black Students' Campaign is focused on increasing participation of Black students within their unionâ&#x20AC;&#x2122;s structures, locally and nationally. It is vital that every institution improves its representation of Black students to build a more open and inclusive union that eliminates the damaging consequences of exclusion. Under the 2000 Race Relations (Amendment) Act, to which students' unions are bound, there is a requirement that unions actively promote race equality and foster better race relations. The initiative for a Black Students' Officer in every union is a good way to achieve compliance on this point of law; however, we need more Black representation in all aspects of student politics! For more information on involving Black students, please see the Charter for Black Representation, or just get in touch! In unity Ruqayyah Collector NUS Black Students' Officer

The Black Studentsâ&#x20AC;&#x2122; Campaign: common questions Why do we need a Black Students' Campaign? The Black civil rights movement in Britain has come a long way since the early 1970s and the political dawn for improved rights. This shows that collective Black self-organised action really does get results. After much campaigning, Black people now have the right to equal pay and protection for their religious and cultural practices, can take action over racial discrimination at work, and many other rights that we were denied. However, despite anti-discrimination laws, Black people still face disadvantage because of our ethnicity. One example is

Parliament. There are currently 15 Black MPs in Westminster. If the make up of Black MPs were to reflect the population in the country (7.9% BME), there would need to be a minimum of 51 MPs from minority communities. On campuses, Black students face higher drop-out rates, exclusion rates and lower marks where anonymous marking is not implemented. There is over 20% of Black student participation in education, but only 5% of officers are Black. Therefore, there needs to be a structured position in studentsâ&#x20AC;&#x2122; unions elected for and by Black students to ensure our voice is heard. Why isn't there a white studentsâ&#x20AC;&#x2122; campaign? Black people make up the majority of humanity and nine per cent of British society. So why do Black people need specific representation and white people don't? The NUS Black Students' Campaign believes that specific representation for Black students is essential, as Black people face systematic discrimination and disadvantage within education, employment and throughout society, specifically because of their race. Black people continue to be under-represented in every democratic and institutional structure of power. The campaign is here to challenge this imbalance and fight the inherent discrimination that Black students face as Black people. Studentsâ&#x20AC;&#x2122; unions, as with all institutions and decision-making bodies, do not systematically discriminate against white people, so there isn't a problem of under-representation of white people. However, white people may get discriminated against because of other factors, eg they are a woman, disabled or gay. It is worth asking the question, 'what would a white students' campaign actually do?' There are few issues that primarily or solely concern white people. Coeliac disease is sometimes highlighted, but this is an example of a single welfare issue campaign and not a 'liberation issue' and should be addressed by the union's welfare officer. Liberation campaigns seek to represent and empower individuals who experience discrimination and disadvantage in terms of status and opportunity because they belong to, or are perceived to belong to, a particular social group. White people aren't disadvantaged due to a dominant and embedded culture that discriminates against their ethnicity and has a long history of doing so - Black people are!

What has all this got to do with me? A lot! Black students are part of a society that systematically discriminates against Black people. Among Black students there are those who experience disproportionate levels of mental health problems, inequality in exam scores, and Black people who suffer racist abuse and assault, to give but a few examples. Unfortunately, Black people experience racial discrimination that relates specifically to their student lives and their lives as graduates from further and higher education. For example, Black students expect to get an average of 12 per cent lower marks than their white counterparts when anonymous marking isn't in place. Also, the NUS Black Students' Campaign operates on the principle of solidarity. That is to say that an injury to one is regarded as an injury to all. For example, the NUS Black Students' Campaign hopes that even those Black students who don't feel personally and directly affected by racial abuse will act on their concern that it is happening to other Black students. Why are most Black Studentsâ&#x20AC;&#x2122; Campaign events only open to Black students? The NUS Black Students' Campaign is about Black students self-organising themselves as Black students and making decisions about their lives. This follows the same principle that exists for other liberation campaigns â&#x20AC;&#x201C; women, LGBT and disabled students. This is not to say that white students can't be involved in campaigning on issues of concern to Black students, but they must allow Black students to define their own priorities. The campaign holds open events to which white students are invited, eg Liberation, Black History Month events, and the NUS Anti-Racism Conference. However, we want Black students to make their own decisions about the campaign, so conferences, committee meetings and some events are for Black students only.

Surely an equal opportunities officer can do the job? Many equal opportunities officers do a good job managing a large portfolio. The creation of an equal opportunities officer is a useful first step to creating awareness around equality issues in a union, especially in smaller colleges where separate liberation officers are not a feasible option. However, this is not ideal, as it is unrealistic for any one person to fully understand and represent the needs and interests of all minority groups - Black; lesbian, gay, bisexual and trans; women and disabled students. Effective representation needs to include members of disadvantaged groups themselves; equal opportunities officers can complement the work of Black Studentsâ&#x20AC;&#x2122; Officers and other liberation positions, where the inter-relation between the positions is understood. Why shouldn't a white student take up the position of a Black Studentsâ&#x20AC;&#x2122; Officer? Black peoples' liberation and equality is about Black people organising themselves as Black people and making decisions about their own lives. It would be impossible for a white student to represent Black students and no white student, however well informed and sympathetic, can speak with the full authority of experience about issues of concern to Black students. That is not to say that white students cannot be involved in campaigning on issues of concern to Black students, but they must allow Black students to define their own priorities. Surely autonomous Black student spaces discriminate against white students? They're racist and against equal opportunities! A self-organised space is a positive action to redress the balance between white and Black students. Racism describes a systematic experience of discrimination or oppression, and must have power behind it to be discriminatory. Black students' groups in general, and the NUS Black Students' Campaign in particular, do not have that power to discriminate against white students and are not part of a systematic process discriminating against white people as a group. Ensuring equal opportunity does not mean treating everyone the same. If a particular group is disadvantaged, it may need particular representation to overcome this. Having a

Black Students' Officer or group isn't about giving Black people more power than white people, it is about redressing the balance to gain equality. Why are Asian and Arab students included under the term 'Black'? 'Black' is a political definition, which unites all the communities affected by racism and under-representation. The term 'Black' represents African, Arab, Asian and Caribbean students. It is an inclusive term used to define non-white people. Awareness raising

should be done around

this term and

national Black

organisations can be contacted to help with this. The only way to ensure that the issue of Black under-representation is addressed is to ensure that this position is elected for and by Black students.

Campaigning for Black students in your union - top tips! 1. Decide what you want to achieve Set an overall aim. Decide whether your campaign is to be part of a local or national initiative. Do you want to raise awareness on a particular issue, or do you want to change attitudes or influence decision makers? How will you know when you've achieved your aims?

2. Do your research How can you persuade others that an issue is important if you're not clear on the facts yourself? Ask NUS for help - make the most of the NUS Black Students' Officer. Look at the information and links on our web site: www.officeronline/black. Use the expertise of external organisations. Do some research of your own - find out what the issues are on your campus by talking to your students and find out about their experiences using a questionnaire or discussion forums. Be quantitative in your research, ie what percentage of Black students...? Conduct an audit of participation comparing the percentage of Black students against the union's participation levels. If there aren't many Black students evident on campus, how can the union ensure they're not feeling isolated? These help your argument when influencing decision makers or raising awareness about issues, and help you measure your campaign's success in making change.

3. Decide on your key messages What does the audience of your campaign care about? Decide which angle is most likely to appeal and start to think of ways of communicating this. Draw upon key facts from your research. Look to national campaigns for examples of key messages, eg the main message from NUS Black Students' Campaign on representation is that there should be a Black Officer in every union. This raises awareness of the under-representation that perpetuates exclusion and inequality.

4. Make your objectives SMART From your research and key messages, develop a strategy that will help achieve your overall aim. This will involve smaller steps (objectives) that should be SMART: Specific - make them as clear as possible Measurable - set indicators so you know how successful you've been Achievable - are they realistic? Resourced - take account of your resources (money, materials, people helping) Timely - set deadlines and meet them! Think about external factors, eg term dates and constitutional requirements

5. Put together a strategic campaigns team Set up a campaign team to manage the work and assign roles to each member. Ensure Black students are at the core of this.

6. Communication: get your message out What is the most effective media in your institution: posters, postcards, leaflets, the web, badges, emails, t-shirts, stalls, stickers, events, press releases, displays, stunts? Think how to make your campaign materials striking. Use NUS Black Students' Campaign posters and materials. Do you have a union website? Could it be linked up to nusonline? Who are the key people you want to hear your message? Adjust your message to the target audience. Which decision maker do you need to write to/set up a meeting with?

7. Take action in the media Do you have a student newspaper? Can you offer a ready-made article and image on your campaign issue? Get your campaign into the local press! Would your regional newspaper be interested in stirring up discussion about your campaign in the area? You could ask Ruqs (NUS Black Students' Officer) for a quote, or try the college, local MP, MSP or MEP.

8. Reach out If you have a Black students' committee or group in your union, are you involving them? Or does a committee need to be set up to campaign on the issues? Can you join forces with other unions in your area that are interested in campaigning on the same issues? Have a look in the NUS Guide for the contact details of other local unions. Would an external Black group be interested in joining forces with you (eg a local Black mentoring group)? Think about people in your community who could get involved, eg lecturers, community groups and dignitaries.

9. Use the NUS Black Students' Campaign Remember the campaign is here to support your work as a Black Students' Officer. Contact Ruqayyah Collector for information about national campaigns, materials you can use, and where to get details on Black students affairs, organisations and other unions campaigning on the same issues as you.

10. Evaluate There are three ways of evaluating: process (did you carry out the tasks you set yourself?), member satisfaction (did the situation for Black students improve?), and impact (did you make actual change?). Look back to your original aims have you achieved them, or is there more to do in a follow-up campaign? Talk to your team: how do you think the campaign went? What would you do differently next time? What would you keep the same? Could you do an opinion poll in your union newspaper/web site to find out what people thought of your campaign?

Model motion for a Black Students' Officer in your union Here is a model motion to set up a Black Students' Officer in your union. It has been used successfully by a number of institutions already this year to win support for proper representation. Whilst the job description is broad, you should bear in mind that Black students in your union may have specific needs. You can use this motion as a starting point, but consider your needs and develop and adapt it as required. Remember to tailor the motion to your union's constitutional requirements. You should ask your union president or union council chair to outline for you what the constitutional rules are. This union believes: 1.

Black students experience racial discrimination and under representation in the education system and within society;

This union should be for every student, and should be proactive in combating discrimination and barriers to involvement;

Having specific representation for Black students will empower them to be more involved in the union, and will highlight the problems experienced by Black students;

This union has a moral duty to combat discrimination against its students, whether in the college, union, or community.

This union resolves: 1.

To create a Black Students' Officer, with this job description: The Black Students' Officer will: - be an executive officer of the students' union and represent the needs and opinions of Black students to the executive; - convene and chair the union's Black Studentsâ&#x20AC;&#x2122; Committee, through which s/he will consult and liaise with Black students and canvass opinions in an appropriate manner; - scrutinise both the union and college equal opportunities policies to ensure that they protect the rights, and promote involvement, of Black students, ensuring that the equal opportunities policy is properly implemented at all times;

- produce campaign materials/resources to educate all students about Black students' issues, particularly about discrimination and racism, and campaigns against racism and under-representation; - work with the NUS Black Students' Campaign and organisations like the TUC, the National Assembly Against Racism (NAAR) and the 1990 Trust to support national initiatives; - ensure the union fully engages in the democratic processes of the NUS Black Students' Campaign, eg submitting motions and sending delegates to conferences; - run appropriate campaigns specific to Black communities on campus, with full resources and support from the union. 2.

The Black Students' Officer will only be elected by those students who are of African, Arab, Asian and Caribbean heritage.

Only students who are of African, Arab, Asian and Caribbean heritage may stand for the post of Black Students' Officer.

Create and fund a Black Students' Committee, membership of which will be open only to those students who are of African, Arab, Asian and Caribbean heritage.

Contact Ruqayyah Collector ruqs@nus.org.uk to find out more about the NUS Black Students' Campaign or visit the NUS web site: www.officeronline.co.uk/black

Black Studentsâ&#x20AC;&#x2122; Campaign : the facts

1. Black and ethnic minority communities are three times more likely to become statutorily homeless than the majority white population (Office for National Statistics (ONS): Focus on Ethnicity and Religion, October 2006). 2. African-Caribbeans are 14 times more likely, and Asians are six times more likely, to be stopped and searched by police than white people under the Criminal Justice and Public Order Act. In 2004/05 there was a 12% increase in stop and searches for Black people, and a 20% increase for Asian people (Race Audit of Social Policy Areas, The 1990 Trust, September 2006). 3. In 2004/05 there were approximately 179,000 racially motivated crimes (defined as the use of racist language, criminal damage and physical assaults). Since 1999, and after the Stephen Lawrence Report, racially motivated crimes have steadily risen. 4. Almost 10 per cent of mental health inpatients are Black or mixed-race, despite making up only 3% of the general population (Census 2001). 5. Black people are up to 44% more likely to be detained under the Mental Health Act, but are less likely to be referred by their GP than white people; a significantly high percentage are instead referred through the Criminal Justice System (CJS) (Count me in mental health and ethnicity census, Healthcare Commission et al, December 2005). 6. In 2004, ethnic minority workers earned an average of ÂŁ7.50 per hour, compared with ÂŁ8.00 per hour for workers from white backgrounds. This gap has been increasing since 1998. (Employment and Ethnicity, Commission for Racial Equality Fact file, April 2006). 7. Within six months of graduating, Black students are three times more likely to be unemployed. Within five years of leaving college, Black students can expect to be earning nine per cent less than their white

counterparts for the same standard of work. (Commission for Racial Equality, 2001). 8. 18% of men and 15% of women Muslim and Buddhist graduates are unemployed - around three times the rate of their Christian and Jewish counterparts and those with no religion (Office for National Statistics (ONS): Focus on Ethnicity and Religion, October 2006). 9. 75 per cent of Britain's Black communities live in 88 of the poorest boroughs across Britain (Census Data Analysis, 2001). 10. Job applicants with an African name are 25 per cent likely to get an interview, while those with a Muslim name are only 18 per cent likely to get an interview, compared to white peers, or those with a British sounding name (The Guardian newspaper investigation, July 2004).

Black Students’ Campaign : useful websites NUS Black Students’ Campaign: Ruqayyah Collector, NUS Black Students’ Officer ruqs@nus.org.uk 07966 627 291 or visit www.officeronline.co.uk NUS Black Students’ Handbook: A guide on issues and campaigns run by the Black Students’ Campaign, along with information on religions, careers and a useful directory. http://www.nusonline.co.uk/bshandbook National Assembly Against Racism: An organisation which aims to initiate campaigns, set agendas and raise awareness on the whole range of anti-racist issues affecting British society www.naar.org.uk Student Assembly Against Racism: Student branch of NAAR which aims to unite students against racism www.naar.org.uk/saar Black Information Link: An independent community interactive site for black communities set up by 1990 Trust www.blink.org.uk Operation Black Vote: A non-party political campaign, supported by a broad coalition of mainly Black organisations, with the aim of redressing the Black democratic deficit in the UK www.obv.org.uk Unite Against Fascism: A national campaign with the aim of alerting British society to the rising threat of the extreme right gaining an electoral foothold in this country www.uaf.org.uk Rise: London United Website for the Mayor's free festival celebrating London's diversity and opposing racism www.london.gov.uk/respect Commission for Racial Equality: Information about racial discrimination, ethnic diversity, race relations and UK law www.cre.gov.uk The Runnymede Trust: At the forefront of the fight against social injustice and racial discrimination since 1968, building bridges between various minority ethnic communities and policy makers www.runnymedetrust.org

Refugee Council: The Refugee Council is the largest organisation in the UK working with asylum seekers and refugees, giving direct help and support to ensure their needs and concerns are addressed www.refugeecouncil.org.uk Student Action for Refugees: STAR is a unique organisation giving university students and young people the opportunity to learn about and raise awareness of refugee issues and campaign for the rights of refugees everywhere www.starnetwork.org.uk Stephen Lawrence Charitable Trust: Established in 1998, the Stephen Lawrence Charitable Trust invests in young people whose aspirations and life chances are constrained by economic, cultural and social hardship www.stephenlawrence.org.uk For an extensive list of Black organisations and their contact details please see the NUS Black Studentsâ&#x20AC;&#x2122; Handbook directory.

SECTION D

LGBT students

NUS’ Lesbian, Gay, Bisexual and Trans Campaign The LGBT Campaign exists to provide political representation for, and campaign on behalf of, lesbian, gay, bisexual and trans students within NUS. As well as fighting for social and political change, the campaign also seeks to empower LGBT students in their unions by providing training, resources and the sharing of good practice. We also have two campaign conferences in which up to 300 LGBT students and student officers come together to share ideas and debate policy. The last decade has seen huge changes to the lives of LGBT students across the United Kingdom. We now have an equal age of consent, the right to join the military, our relationships recognised in law through the Civil Partnerships Act, the right for our gender to be recognised via the Gender Recognition Act, and the right to be considered as adoptive parents – to name just a few landmark changes. The LGBT Campaign was involved in every one of these changes: holding lobbies of Parliament, signing petitions and running grass roots campaigns to ensure our voices were heard. We have had many success stories but there is still far to go. LGBT people still face many different forms of discrimination and oppression within society and within the student movement. It’s now time to refocus our efforts to win the hearts and minds of people throughout the UK, and we can only do this with specific LGBT representation on campus. The LGBT Campaign has always challenged all forms of discrimination on and off campus and we need students’ unions to continue this fight. Only with LGBT officers and societies on campus will we continue to effectively promote and extend the rights of LGBT students.

History The LGBT Campaign is one of the largest liberation campaigns within NUS, representing and campaigning for an estimated 500,000 students across the UK. The campaign’s aim is to work towards a society that is equal for all citizens, regardless of sexuality or gender identity, and which is free from homophobia, transphobia, and biphobia.

The lesbian and gay movement (as it was then known) within NUS grew out of the wider gay liberation movement in the early 1970s. At this stage there was no formal national campaign, and only a few lesbian and gay societies in students’ unions. In 1976 NUS commissioned a research project on the discrimination faced by lesbians and gay men. The first explicit policy on lesbian and gay liberation was passed by annual conference in 1971. The NUS LGBT Campaign worked within NUS structures as the Gay Rights Campaign from the early 1980s with official recognition. In 1982 the first NUS Gay Rights Conference was held in Belfast under the slogan ‘Save Sodomy from Ulster’. By the mid 1990s we had moved forward and become the LGB Campaign (the “B” recognising the struggles of the bisexual community). By this time we saw LGB societies in almost every university and in many FE colleges, fighting nationally and locally for LGB liberation. In 2005 students voted to further extend the remit of the campaign to include trans students, and NUS LGB became LGBT. There are currently two trans reps on LGBT Committee. The first mention of trans issues we can find is in a campaign mailing from 1996 about Press for Change, urging students to petition for gender recognition legislation, a campaign aim which was finally achieved in 2004. You can find out more about the history of the NUS LGBT campaign on our website at www.officeronline.co.uk/lgbt.

Why is the LGBT Campaign important? It is more important than ever that the LGBT Campaign exists: we are the only grass roots based, democratic organisation in the country campaigning for LGBT equality, and the largest democratic LGBT campaigning organisation in Europe. This is a time when we as a community are facing up to new challenges: the rise of the far right and increasing attacks on our rights by some religious groups. There is still a lot to do before LGBT people are equal in society, and the NUS LGBT campaign and LGBT students and groups on campuses are vital to achieve the social and political change we need.

The LGBT Campaign has taken the fight for our equality out of our colleges and onto the streets, confronting the bigots wherever they raise their heads. Whether in the students’ union bar or the House of Lords, the NUS LGBT Campaign has never been far behind.

The LGBT Campaign: structures Conference The LGBT Campaign’s governing body is our conference and there are two per year. Summer Conference is our policy conference and Winter Conference is a training conference. The first ever NUS LGBT training conference took place in London in 2006. At these conferences we democratically set the policy that gives the political direction to the campaign. We provide training to local LGBT officers on how to effectively run their LGBT groups, and we elect our convenors and committee, who facilitate the smooth running of our campaign between conferences and make sure the campaign adheres to our policy. LGBT Officers We have two LGBT Officers. One is the LGBT Officer (Open Place), who is elected by the whole of conference and sits as a full member of the NEC. The other is the LGBT Officer (Women’s Place), who is elected by the women’s caucus and also sits as a full member of the NEC. This position was initially created to combat the dual oppression that lesbian and bisexual women face (sexism and homophobia), both inside and outside of the campaign. Committee The LGBT Committee meets at least once a term and can pass interim policy as necessary. It also holds the officers to account between conferences. The committee is organised to ensure that all voices of the LGBT community are heard.

The LGBT Campaign: common questions Why can’t interested members of the straight community come to LGBT Conference? Don’t you think the campaign should open its doors to all who want to help? The LGBT campaign is an autonomous campaign. This means that some of our events may only be attended by people who self-define as lesbian, gay, bisexual or trans. There are a number of reasons for this, and none of them are to ‘exclude’ people. As LGBT people we understand the problems faced by other members of our community more than anyone else; therefore, our decision-making bodies are reserved for those who understand the problems most. In the same way, the white community would not fully understand the problems faced by black students, and, therefore, change brought about and campaigned for by black students is more meaningful. Some of our events have students at them who are not fully “out” (are still perceived to be straight) and we offer them a space where they will not fear being forced to disclose their sexuality to non LGBT people. In straight society, LGBT people often have to excuse their sexuality and sometimes even their right to exist. At closed LGBT events we can offer a safe environment where there are only LGBT people. It is a misconception that all members of the LGBT Campaign will be out – in fact, many come from places and institutions where being out would put them at risk of discrimination, bullying or harassment. Safe spaces such as training days, networking events and conferences provide an opportunity for LGBT students to develop their work as officers and activists in a discrimination-free context. This doesn’t mean that heterosexual people cannot support the campaign, and there are a thousand ways that they can protest against homophobia in their daily lives and through campaign work. However, NUS LGBT retains the right of its members to self-organise, prioritise work and make decisions about their own lives.

What has all this got to do with students? What hasnâ&#x20AC;&#x2122;t it got to do with students? LGBT students are part of a society that systematically discriminates against them. Among LGBT students there are high numbers of victims of hate-crime, those who are refused insurance or a GP appointment because of their sexuality, and students who are harassed and bullied by academic staff and fellow students, to name but a few examples. And, unfortunately, LGBT students do experience discrimination that relates specifically to their student lives and their lives as graduates from further and higher education. For example, anonymous marking is still not mandatory - allowing homophobia in the marking process. LGBT students also face losing all funding if they come out to their parents, since HE funding relies on parental assessment. Equality and diversity is fundamental to the student experience. We know that LGBT, women, black, and disabled students face barriers, not only to get into education but while in education itself. The drop out rate for LGBT students is known to be much higher than the rate for their heterosexual counterparts. The issues facing LGBT students are not just a side issue but something that should be at the core of every union. Are LGBT people really as oppressed as they were 20 years ago? This is a question that is often asked. It is true that the LGBT community has come a long way since the birth of the modern LGBT rights movement in the late 1960s, but this has been an uphill struggle and a bitter fight with many setbacks. We still live in a country that has specific legislation against the LGBT community and we still live in a society where LGBT people are abused, harassed, beaten and, in some cases, even killed because of their sexuality. Things may have moved on, but in our colleges and universities LGBT people still sometimes feel they have to stay in the closet, leave their halls or their courses, and still face daily abuse. Until this stops happening, there will still be a need for specific representation within NUS.

Do we need specific representation on our executive for LGBT people? The simple answer to this is yes. As a group, LGBT people face discrimination in almost every aspect of their lives and your executive should have someone to deal with these problems. Who better to deal with LGBT issues than an LGBT person? It doesn’t matter if it’s just simple casework on the issues surrounding coming out, or a complicated LGBT awareness campaign; an LGBT officer on your executive team would be invaluable. An LGBT officer also sends out a clear message that your union is LGBT friendly and doesn’t just pay lip service to the needs of its LGBT students. Within self-determination theory in psychology, autonomy refers to 'autonomy support versus control', "hypothesizing that autonomy-supportive social contexts tend to facilitate self-determined motivation, healthy development, and optimal functioning." Equality and diversity should be important to every decision your union makes, whether it be about finances, events or representation and, as such, elected LGBT officers - who are key to the participation, representation and development of many students - should hold positions on the executive committee, ensuring top level representation. Why isn’t there a ‘Heterosexuality Campaign’? First of all, heterosexuality isn’t under threat! The most generous estimates suggest that 10% of the population self-define as LGBT, and recently the Department for Trade and Industry put this even more conservatively at 6%. The LGBT community is a minority that faces systematic discrimination in all areas of life, including work and education. A system that assumes heterosexuality as the norm, and in which the LGBT community is under-represented in democratic and government structures, damages everyone in society and needs constant challenging – this is what the NUS LGBT Campaign is for.

Straight people may suffer discrimination, but it is likely to be because of another factor (eg, they are a woman / black / a single parent). It is worth asking the question, â&#x20AC;&#x153;What would a Heterosexuality Officer actually do?â&#x20AC;? Liberation campaigns seek to represent and empower individuals who experience discrimination and disadvantage, in terms of status and opportunity, because they belong to, or are perceived as belonging to, a particular social group. Heterosexuals are not disadvantaged due to a dominant and embedded culture that discriminates against their sexuality and has a long history of doing so. Sadly, LGBT people are.

Model LGBT Policy What follows is a ‘model’ policy for setting up a union LGBT officer. Whilst the job description is quite comprehensive, bear in mind that LGBT students in your union may have specific needs. Use this policy as a starting point, consider your union’s specific needs and develop and adapt the policy as needed. Remember to tailor it your union’s constitutional requirements.

This union believes: 1.

That lesbian, gay, bisexual and trans students suffer discrimination within the education system and often suffer homophobia and transphobia within society.

That this union should be a union for every single student, and should be proactive in combating discrimination and other barriers to involvement.

That having specific representation for LGBT students will empower other LGBT students to get more involved in the students’ union.

That this union has a moral duty to combat discrimination, whether it is within the college or union, or in the community, or in wider society.

This union resolves: 1.

To create an LGBT officer position, with the following job description: The LGBT officer will: •

be an executive officer of the students’ union and represent the needs and opinions of LGBT students to the executive; represent the needs and opinions of LGBT students to the college as necessary;

•

convene and chair the union’s LGBT group;

•

scrutinise both the union and college equal opportunities policies to ensure that they protect the rights of, and promote the involvement of, LGBT students; ensure that the equal opportunities policy is properly implemented at all times;

•

produce materials and resources to inform and educate all students about LGBT students’ issues, particularly those surrounding discrimination; campaign on a local level against discrimination;

•

work with the NUS LGBT Campaign and other organisations such as trade unions and relevant LGBT organisations;

•

ensure that this union fully engages in the democratic processes of the NUS LGBT Campaign, for example, submitting motions and sending delegates to conference;

• 2.

run appropriate campaigns specific to LGBT students.

That the LGBT officer will be elected by those members of the students’ union who self-define as lesbian, gay, bisexual or trans.

That only students who self-define as lesbian, gay, bisexual or trans may stand for the post of LGBT officer.

To create and to fund a society known as the lesbian, gay, bisexual and trans group, membership of which will only be open to those students who self-define as lesbian, gay, bisexual or trans.

You can contact the NUS LGBT Officers at scott.cuthbertson@nus.org.uk (Open Place Officer) or claire.anderson@nus.org.uk (Women’s Place Officer). Find out more about NUS' LGBT campaign in the LGBT area of nusonline.

Ten LGBT facts 1. Government estimates suggest that up to 6% of the UK population is LGBT; other groups put the estimate at 10%. Thatâ&#x20AC;&#x2122;s over 6 million LGBT people (DTI 2003). 2. Gay and bisexual men are banned from donating blood even if they have only ever had safe sex with a condom once in their lifetime (NBS 2005). 3. There have been over 16,000 civil partnerships in the UK since the Civil Partnerships Act became law in December 2005 (Office of National Statistics 2006). 4. In some countries, being LGBT is punishable by death. Iran executed two gay teenagers just last year. Other countries penal codes prescribe hard labour or imprisonment for LGBT people (International Lesbian and Gay Organisation, 2006). 5. Homosexuality was only removed from the World Health Organisation (WHO) list of recognised illnesses in 1992 (WHO 1999). 6. The modern day LGBT movement was started in 1969 with the birth of the Gay Liberation Front (GLF). 7. Recent studies show that LGBT people have significantly higher than average rates of anxiety, depression and self-harm (The National Inquiry into Self-Harm, 2006). One study found that 40% of young LGB people had self harmed at least once (Social exclusion, absenteeism and sexual minority youth, 2000). 8. 48% of gay men do not reveal their sexuality at work (The Independent 2006). 9. LGBT people are more likely to become victims of hate crime. A poll in 2001 found 68% of respondents had experienced homophobic abuse (GALOP 2001).

10. Until 2000 (Scotland) and 2003 (England and Wales) legislation meant that school teachers were unable to talk about homosexuality, even to pupils trying to come to terms with their sexuality.

LGBT contacts Terence Higgins Trust www.tht.org.uk The largest HIV and AIDS charity in Europe and the leading HIV organisation in the UK, THT has centres nationwide and provides targeted HIV information to those most at risk, including gay men. Services include advice on housing, treatments, children, legal issues, insurance, wills, and pensions, and also support, advocacy and befriending services. They offer a face-to-face counselling service for those making choices about HIV treatment and for other issues. Regard www.regard.org.uk Regard aims to raise awareness of disability issues within the LGBT communities, and to raise awareness of sexuality issues within the disability communities. They also work to combat social isolation amongst their membership, and to campaign on issues specifically affecting disabled LGBT people. Press for Change www.pfc.org.uk Press for Change is a political lobbying and educational organisation which campaigns to achieve equal civil rights and liberties for all trans people in the United Kingdom, through legislation and social change. Depend www.depend.org.uk Depend is a voluntary organisation whose aim is to provide support, advice and information for anyone who knows, or is related to, a transsexual person in the UK. Mermaids www.mermaids.freeuk.com Support and information for children and teenagers who are trying to cope with gender identity issues, and for their families and carers. Galop - London's LGBT community safety charity www.galop.org.uk Aims to change the way the police work with the LGBT community and give advice and support to those affected by homophobic and transphobic violence or hate crime. Their main services are: helpline and advocacy; consultation and development of policy; training; research.

Silence Is Not Golden www.silenceisnotgolden.org A project produced by OUTeverywhere, a social networking agency for the LGBT community. They raise awareness of homophobic hate crime and also facilitate hate-crime reporting by explaining to those affected what might be classed as a homophobic incident, why they should report it, and the different ways in which they can do so. The Albert Kennedy Trust www.akt.org.uk The AKT supports homeless LGBT young people. They are able to provide advice and information, to put young people in touch with available services in their area, and may in some cases be able to match young people with an AKT mentor for weekly support, or provide them with housing with one of their lesbian or gay carers. Stonewall Housing www.stonewallhousing.org Stonewall Housing provides supported housing, advice and advocacy for the lesbian, gay, bisexual and transgender communities in London. They research and lobby at a strategic level on the housing issues affecting the LGBT communities, and are the only specialist housing support provider in England wholly dedicated to serving the LGBT communities. The Queer Youth Alliance www.queeryouth.org.uk The UK alliance for LGBT young people. Imaan www.imaan.org.uk Imaan is a support group for LGBT Muslims, their families, friends and supporters, and those questioning their sexuality or gender identity. Lesbian and Gay Christians www.lgcm.org.uk The aim of the Lesbian and Gay Christian movement is to â&#x20AC;&#x153;help the Church reexamine its understanding of human sexuality, and to work for a positive acceptance of lesbian and gay relationships within the framework outlined in the Statement of Conviction, so that all homosexuals may be able to live without fear of rejection or recrimination, and that lesbian and gay Christians may be able to contribute fully to the life and ministry of the Church.â&#x20AC;?

Safra Project www.safraproject.org The Safra Project is a resource project working on issues relating to lesbian, bisexual and/or transgender women who identify as Muslim religiously and/or culturally. The Safra Project was set up in October 2001 by and for Muslim LBT women. The issues faced by Muslim LBT women, and the (combination of) prejudices based on sexual orientation, gender identity, gender, religion, race, culture and immigration status that they experience are unique and currently insufficiently addressed. Schools Out! www.schools-out.org.uk Schools Out! state their aims as: to provide both a formal and informal support network for all people who want to raise the issue of homophobia and heterosexism in education; to research, debate and stimulate curriculum development on LGBT issues; and to campaign on lesbian, gay, bisexual and trans issues as they affect education and those in education. Their website contains lesson plans and other practical resources aimed at tackling heterosexism and homophobia in education. Education for All (Stonewall) www.stonewall.org.uk/education_for_all Education for All is a joint campaign developed by Stonewall, FFLAG and LGBT Youth Scotland and works with a broad-based coalition of organisations on its aim to encourage UK schools and education systems to deal appropriately with homophobia and homophobic bullying. Their website contains practical resources and information for education professionals and young people. LGBT History Month www.lgbthistorymonth.org.uk LGBT History Month aims to promote the histories of LGBT people in Britain and Northern Ireland in order that they can be celebrated. The organisers of LGBT History Month recognise the penalties that LGBT people still face, and aim to use the celebration of their once-concealed history as a tool to combat homophobia and heterosexism in education. Educational Action Challenging Homophobia (EACH) www.eachaction.org.uk Provides support to individuals affected by homophobia, and training to organisations committed to realising an equal and safe environment for all, regardless of sexuality, age, ethnicity or ability.

SECTION E

Equal Opportunities

Equal Opportunities Equal opportunities: an introduction What are equal opportunities? ‘Equal opportunities’ can sometimes be a catchphrase that gets thrown about without anyone knowing exactly what it means. To put it simply, having an equal opportunities policy means that your students’ union is committed to providing equal access to services and benefits, and a safe space free from discrimination and prejudice to all of your members. Students’ unions pride themselves on their diversity of membership, but sometimes this diversity can come face to face with prejudice from the student body, or even the union itself. An equal opportunities policy is a simple and effective way of pledging your union’s support for the principles of equality that are at the heart of the student movement.

What does an equal opportunities policy mean? -

In practice, your equal opportunities policy will mean quite a lot – and sometimes the ‘catchphrase’ syndrome can be useful in that at least people know that you have one!

It means that you are fully committed to combating discrimination against the groups of students highlighted in your union’s policy.

It means that when hiring staff and student staff, you are committed to a comprehensive policy of anti-discrimination, which will often pledge you to more stringent anti-discrimination rules than the law would.

It means you have a responsibility to ensure that your union is a safe and welcoming environment for all students.

It means that you are able to take disciplinary action against any member of your union or member of staff who does not co-operate with the policy.

It means that your members will know that their students’ union is committed to providing fair access to services for all students, and that their union is a place in which they are free from discrimination and harassment.

Who should an equal opportunities policy protect? An equal opportunities policy should be as comprehensive as possible. It should protect all those who are discriminated against in everyday life; it should protect all those who may have less than adequate access to union services. A good equal opportunities policy will take every step to discourage harassment, bullying or discrimination on any grounds in your students’ union.

Equal opportunities: in practice An equal opportunities policy is nothing but a piece of paper unless you implement it correctly. One idea is to print your policy in an eye-catching design, and display it at strategic points around your students’ union building: eg in the bar or on the back of toilet doors. You could also read your policy out at the beginning of union council or general meetings. This will ensure that your members are as aware as they can be of your commitment to equality. Direct action The equal opportunities policy will require you to take some direct and some indirect steps to ensure that it is correctly implemented. Direct steps might include providing equal opportunities training for all of your sports club and society execs, making sure that they understand its importance in their group and the responsibility they have to implement it. You should definitely create liberation officers (black, LGBT, women’s, disabled). Some people argue that it is discriminatory to have liberation officers because they discriminate against people who aren’t in those groups. Actually, liberation officers are very much in the spirit of equal opportunities. Once your union has accepted the fact that there is inequality and discrimination within society, then it is only right that you should set up liberation campaigns to attempt to level the playing field.

Indirect action You will probably need to take indirect steps to ensure that not only your students’ union, but also your members, adhere to the equal opportunities policy at all times. You will be committed to creating a warm, safe and welcoming environment for all of your members, which means that you are responsible for ensuring that other members of your union don’t abuse the facilities and services that you offer. The model harassment policy is a good step to take in making sure that bullying and abuse will not be tolerated in your union. Ents Entertainments are an important part of students’ unions. They allow you to provide a safe and student–led environment in which your students can socialise, whilst sometimes raising revenue for your union. However, ents are often where equal opportunities policies are most often broken – whether by students or by the union itself. You should take steps to ensure that all ents that your union hosts are compatible with your equal opportunities policy. This does not mean that it’s OK to have strippers if they are both male and female. It means that you have to strive to create a safe environment for all members. Think about the atmosphere in your union. Is it welcoming to all students? Is there an over-emphasis on drinking? Bear in mind that some of your students will not drink alcohol, for personal or religious reasons, and many unions have specific ‘alcohol free’ spaces in their unions at all times. Also think about images that you use to advertise an event - are they sexually offensive? An equal opportunities employer In practice, your policy will commit you to being an equal opportunities employer. This means that when you are recruiting staff, you are committed to recruiting purely on the basis of skills and experience; you cannot discriminate on any grounds outlined in your policy, even if this commits you to more than the law itself does. You will also be committed to allowing all of your staff equal access to staff development and promotion, regardless of any of the factors set out in your equal opportunities policy.

Procedure In order for your equal opportunities and harassment policies to be meaningful, you will need to implement both formal and informal procedures to enable students and staff to report violations of the policies. You will also need comprehensive disciplinary procedures to enable you to fairly assess whether a student or staff member has broken the policy, and to discipline them if necessary. These procedures will be unique to every students’ union, as each has different processes and procedures already in place. When implementing your equal opportunities and harassment policies, be sure to integrate them fully into your current disciplinary procedures.

Model policies The following are ‘model’ equal opportunities and harassment policies. Please use these only as a guide for your own students’ union policy. Every single union is unique and faces different challenges to equality.

Model Equal Opportunities Policy This studentsâ&#x20AC;&#x2122; union believes fundamentally in the principles of equal opportunities. We believe that every single student should have an equal chance to get involved in the social, campaigning, democratic, activities-based and commercial aspects of this studentsâ&#x20AC;&#x2122; union. We not only pride ourselves on promoting equal opportunities, but we also pledge to campaign against discrimination, both on campus and in wider society. No person that comes into contact with the studentsâ&#x20AC;&#x2122; union should receive less favourable treatment, be disadvantaged, or disadvantage others on the grounds of their ethnic group, nationality, gender, gender orientation, sexuality, age, disability, marital status, caring responsibilities or family commitments, trade union activity, or hiv status. This union regards such discrimination as unacceptable and promotes equal opportunities, both as an employer and as a representative and campaigning body and provider of services. Breaches of the equal opportunities policy will be taken seriously and may lead to disciplinary proceedings.

Model Harassment Policy Harassment is an unacceptable form of behaviour. This studentsâ&#x20AC;&#x2122; union is committed to protecting members, staff, and any other person for whom the union has a special responsibility, from any form of harassment, which might inhibit them from pursuing their work or studies, or from making proper use of union facilities. All members and staff have a personal responsibility to ensure that their behaviour is not contrary to this code, and are encouraged to ensure the maintenance of a working environment in the studentsâ&#x20AC;&#x2122; union which is free from harassment. For the purposes of this code, harassment may be broadly understood to include bullying, and to consist of unwarranted behaviour towards another person, so as to disrupt the work or reduce the quality of life of that person, by means such as single or successive acts of bullying, verbal or physical abuse, or ill-treatment, or otherwise creating or maintaining a hostile or offensive studying, working or social environment for anyone. Bullying can be defined as any unsolicited or unwelcome act that humiliates, intimidates or undermines the individual involved. Bullying is threatening, abusive or intimidating behaviour. Forms of bullying behaviour include the following (this is not an exhaustive list):

insensitive jokes or pranks

insulting or aggressive behaviour

setting unrealistic demands

public criticism

malicious rumour-mongering

persistent ignoring

substituting responsible tasks with menial or trivial ones

constantly undermining someone

making threats or comments about job security without foundation

Vigorous speech and comment, academic debate and legitimate management or staff performance should be distinguished from bullying behaviour. Other unacceptable forms of behaviour may include unwelcome sexual advances, offensive or unwarranted physical contact or verbal behaviour, or other hostile or offensive acts. The abuse of a position of authority, as for example that of a manager or student officer, is an aggravating feature of bullying, sexual harassment, and other forms of harassment. Being under the influence of alcohol, or otherwise intoxicated, will not be admitted as an excuse for harassment, and may be regarded as an aggravating feature. Complaints of harassment will be taken seriously and may lead to disciplinary proceedings.

Commission for Equality and Human Rights (CEHR) The Equality Act 2006 established the Commission for Equality and Human Rights (CEHR) that will come into being in 2007. The work of two of the current commissions - the Disability Rights Commission and the Equal Opportunities Commission - will be integrated into the new Commission from the start, while that of the Commission for Racial Equality will be included from 2009. From 2007, the CEHR will also promote equality and tackle discrimination in relation to sexual orientation, age, and religion or belief – areas that are not covered by the existing Commissions. The CEHR will seek to promote equality of opportunity and human rights, to challenge discrimination and promote citizenship and social cohesion. It will aim to champion diversity as a defining value of our society, and promote a ‘good relations’ agenda, in order to encourage all institutions to operate for the benefit of every individual, and to address tensions between groups in local communities.

The function of the CEHR will be to provide advice and support for individuals on all discrimination issues, to provide businesses with information on all equality and discrimination issues, and to work to make public services responsive to diverse needs. It will also use its enforcement powers to tackle persistent discrimination and work for the whole person in tackling multiple causes of discrimination and disadvantage. The CEHR will also be charged with the promotion and protection of human rights, providing institutional support for the Human Rights Act. It will encourage public and (where appropriate) private bodies to comply with the principles that underline the Act, aiming to lever up standards by encouraging good practice based in respect for the dignity of each individual. The Commission will cover England, Wales and Scotland. In Scotland and Wales there will be statutory committees responsible for the work of the CEHR. There have been some concerns, particularly among members of the Disabled and Black community that the service that the new CEHR will provide will not have parity with the level of service that the Commission for Race Equality, the Disability Rights Commission and the Equal Opportunities Commission have previously provided. It is clear that in order to ensure the success of the CEHR, all stakeholders must both work together and with the CEHR to make sure that the CEHR works for all. The NUS Liberation Campaigns have an important role to play in ensuring this success.