SHADES OF NOIR ANNUAL REPORT 2021-22. by SoNEducation

SHADES OF NOIR ANNUAL REPORT 2021-22. © Shades Of Noir 2022.

OUR MISSION SHADES OF NOIR CHAMPIONS SOCIAL JUSTICE PEDAGOGY AND DEVELOPS PRACTICES WHICH CENTRES VOICES OF THE MARGINALISED IN THE ARTS, CULTURE AND HIGHER EDUCATION FOR EQUALITY, CULTURAL CAPITAL AND THE ACKNOWLEDGMENT OF THOSE WHO CAME BEFORE. © Shades Of Noir 2022.

Shades of Noir undertakes practice-based social justice within the creative sector context in partnership with international educational and cultural institutions, as well as creative practitioners and a broad spectrum of organisations. Our aim is to evolve behaviour, practice and cultural value to support a variety of audiences through a broad range of discursive and proactive interventions. We seek to engage and support individuals who make up the sectors through a combination of activities, commissions and resources. We centre the histories, voices and experiences of marginalised communities as a catalyst for transformation of people, processes and policies. This is all in support of our mission to: • • • • •

Centre the voices, experience and perspectives of marginalised communities to evolve thinking. Create platforms to engage with intersectional experience, understanding and perspectives. Support knowledge exchange within a social justice pedagogical context. Transform behaviours through proactive interventions within a creative educational canon. Build social justice and anti-racist communities of change makers across sectors and countries.

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Our team members can collectively offer personal narratives for all of the protected characteristics of the Equality Act 2010. This offers a unique approach to our delivery and content.

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Shades of Noir take an inherently intersectional approach to our training packages and consultancy programmes.

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The following diagram contextualises some of our endeavours. Each line represents the intersection between activities and collective responsibilities, which support meaningful change towards antiracism as a practice that requires neverending work.

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For over a decade, the programme has reached huge success thanks to our intersectional team of awardwinning staff and students. This allows us to shape our proactive interventions to be purposeful, relevant and effective. As creatives, we take an inherently intersectional and holistic approach, aligning everything that we deliver within the framework of policy, people and process.

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As a community, we centre the voices and lived experiences of students and staff of colour within the focus of social justice. We offer accessible knowledge and visible testimonies that we hope will further inform the evolutions of cultures and practices across the sector (and beyond).

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Shades of Noir’s ‘Streams of Work’ are broadreaching and multifaceted, supporting the purposeful transformation of people, policy and process.

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OVERVIEW OF COLLEGE/UNIVERSITY-WIDE SHADES OF NOIR WORK Purpose: To gain a snapshot of the range and impact of Shades of Noir work across the University, to assist with understanding, sharing and supporting the wider institutional knowledge of our work. While our activities occur in many places, this mapping exercise is intended to capture projects or programmes that have been designed to bring change at a certain scale, at College or University level and to impact change against identified priorities. Filling in the table: Only brief key points are needed. Alongside listing current and recent activity, please also use this form to recognise the historical impact and work of colleagues and teams who have played a significant role in College/University-wide work in your area. Exclusions: There are a number of areas of our work that we have not reported on due to the sensitive nature. This includes supporting staff and student grievances and complaints of which support many.

Shades of Noir activity State the title and a summary of the project

Which university priorities and or antiracism plan areas does the work align to? [e.g. closing awarding gaps, decolonising agenda, retention, student experience, sustainability, access…]

University or College Lead/Coordinator/Facilitators

Is there a resource plan?

Inclusive Teaching & Learning Unit PgCert/ MA AP - The Exchange

Anti-racism education across the University - Social Justice, support for current staff in the transitioning to social justice pedagogies across UAL

Leads Aisha Richards and Terry Finnigan Supported by- Shades of Noir teams, The Exchange and Teaching Within Graduates.

YES Since Resourcing 2011 staffing is an area of current discussion. Currently, Shades of Noir invests significantly although this programme of work sits within the Exchange

Start/ Progress and impact: Please quantify the end reach of the work and indicate the outputs date via key measures (both qualitative and quantitative).

Evaluation: Has the project been, or is intended to be evaluated for impact?

This unit continues to be the largest selfAnnual evaluation - Both student feedback and team selecting unit, as has been the case since its review takes place. creation by Aisha Richards & Terry Finnigan, 2011. In 2019 The Exchange saw nearly 30 staff across the department take part in this unit to support them in their From 2020 all deliveries are online and this endeavours to evolve their respective programmes will continue for the foreseeable future. of work. This saw newly found appreciation for this unit amongst the team(s). From 2021-22 the Inclusive 2020/2021 data: 58 out of 63 participants Teaching and Learning unit has been reapproved completed the unit successfully (subject to and repositioned as a core, central unit of the PgCert external moderation) as part of the PgCert, Academic Practice. All 100+ PgCert participants MA or Standalone offer. 12 ECs, 11 ISAs, 17 will undertake the new ‘Inclusive Practices’ unit from Teaching Within, 6 CSM, 15 CCW, 11 LCF, 6 spring 2022 onwards. All delivery is online. Resourcing LCC, 8 ADS, 11 standalone, 49 PgCert, 3 MA additional teaching staff to deliver the unit to all 100+ PgCert participants is imperative and is being discussed Of the 58 participants 20 are staff of with the Exchange leadership team. colour, of the 20, 17 are Teaching Within participants.

Shades of Noir activity State the title and a summary of the project

Which university priorities and or antiracism plan areas does the work align to? [e.g. closing awarding gaps, decolonising agenda, retention, student experience, sustainability, access…]

University or College Lead/Coordinator/Facilitators

Is there a resource plan?

Start/ Progress and impact: Please quantify the end reach of the work and indicate the outputs date via key measures (both qualitative and quantitative).

Evaluation: Has the project been, or is intended to be evaluated for impact?

Teaching Within Shades of Noir

Extend numbers of Visiting Lecturers of colour - Responds to the KPI regarding increasing the diversity of the academic staffing community across UAL

Director - Aisha Richards Lead - Montana Williamson Supported by Angie Illman

YES

Since 2015

Annual evaluation - Shades of Noir team review the programme using requested feedback directly from participants and case study development based on the situations that take place each year. Additionally, an annual report with case study reviews takes place once a year with a variety of UAL stakeholders from across the institution. To date, former Deputy Vice-Chancellors, Race Champions, Heads of College as well as HR, Deans and Course Leaders have participated every year. This 2 hour slot is an opportunity to discuss the wins and losses of the year and for the TW team to reflect and refine the processes for the following year.

Teaching Within (TW) was created to respond to the underrepresentation of black and brown academics/creatives and white social justice anti-racism practising advocates. We are now entering our sixth phase and cohort of the programme. Cohort 5 are scheduled to complete the programme in December 2021 and Cohort 6 will complete December 2022. Since 2020 all delivery is online and this will continue for at least the first term of 2021/2022, with the prospect of blended approaches in 2022.

The TW academics also provide feedback throughout the programme which is then utilised and used to Four cohorts have successfully completed make improvements as part of the evolution of the the programme to date and of the 80 people programme and scaffolding for the following cohorts. that have started the programme 69 have Feedback is collected to assess the application process completed, making the retention rate 86%. and additionally at different points throughout the MA as a permanent component within the programme. More than 95% of the successful We now recruit 10 TW alumni who engage in the MA in participants have teaching hours beyond Academic Practice which is funded like the PGCert. the programme either at UAL or at other institutions. Over 40% of participants now The MA academics also have the opportunity to have full time or fractional posts at UAL. engage in 36 paid hours of teaching, within that up to 6 hours will be used for the development and scaffolding Within the PgCert component of the of the TW PGCert academics. They engage in providing programme; 29.4% have been awarded ongoing support for the TW PGCert academic meeting Distinction, 44.1% awarded Merit and 22.1% once a month on a termly basis as well as engaging in awarded Pass. reflective and module style delivery. © Shades Of Noir 2022.

Over 15% of our community across TW 1-4 have or are engaged in further study via the 2 year MA in Academic Practice. This presented the need to evolve our programme to formally support our graduates engaging in the MA. As of 2021 (TW6), we now have 10 participants in the PgCert as well as 10 of our graduates engaging in the MA in Academic Practice.

We are now developing a new infrastructure that allows quality assurance and critical feedback to be recorded in a more cross effective manner. As of 2021/22 implemented the use of the TW report instead of the case studies which will provide a more holistic approach of the outcomes as well as key data to help bridge the intersectional experiences of the TW experience. This shall be used as a tool for all the active stakeholders to implement a dialogic action led review day. This review day shall be taking place in December 2021 and shall be used to reflect and implement meaningful change for the next phase of the programme.

Shades of Noir activity State the title and a summary of the project

Which university priorities and or antiracism plan areas does the work align to? [e.g. closing awarding gaps, decolonising agenda, retention, student experience, sustainability, access…]

University or College Lead/Coordinator/Facilitators

Safe Space Crits Shades of Noir

Eliminating the degree-awarding gap - Supporting students develop academically with a focus on social justice areas of research across UAL

Director - Aisha YES Richards Lead - Montana Williamson Supported by - Dr Kwame Baah & Samia Malik

Is there a resource plan?

Start/ Progress and impact: Please quantify the end reach of the work and indicate the outputs date via key measures (both qualitative and quantitative).

Evaluation: Has the project been, or is intended to be evaluated for impact?

Since 2018

Annual evaluation - Out of this programme of work, there have been some significant developments. This includes the citing of this programme internally and externally as a resource of significance including the developed ‘netiquette’.

Safe Space Crits were created in response to student feedback and experiences regarding racism in UAL courses. Additionally, there were significant complaints from the student bodies regarding the lack of progressive and experienced social justice teaching which led to the campaign, ‘Pale, Male, Stale’ SU ARTS event (2015) followed by the award-winning ‘UALSoWhite’ campaign (2016). As such the space works as a place for students to discuss subjects such as gender, politics and religion that are often censored and silenced within university courses. The crits focus on using positionality and critical theories to inform their practices academically with resources and support, as well as introduce students to alternative departments within the university such as artstemps, student union, counselling services and reporting methods where appropriate. This process affords significant academic rigour and relevance. Many of the students attend due to the need for safety within their education, as such, we do not collect data to be shared.

Since 2020 safe space crits have been moved online and have been very successful in retaining students in weekly engagement. Throughout 2020/2021 we saw a significant rise, as we did in 2019/2020, in students accessing the service. Additionally, it should be noted that this increase has included referrals from counselling services and course teams as well as through word of mouth amongst the student communities.

Shades of Noir activity State the title and a summary of the project

Which university priorities and or antiracism plan areas does the work align to? [e.g. closing awarding gaps, decolonising agenda, retention, student experience, sustainability, access…]

University or College Lead/Coordinator/Facilitators

Is there a resource plan?

Start/ Progress and impact: Please quantify the end reach of the work and indicate the outputs date via key measures (both qualitative and quantitative).

Evaluation: Has the project been, or is intended to be evaluated for impact?

Internal

Visible accountability and allyship on race equality - Supporting staff teams with developing knowledge, understanding and practice in pursuit of antiracism as a personal responsibility of practice

Director - Aisha Richards Lead - Angie Illman Supported by Montana Williamson & Melodie Holliday

YES

Since 2010

Shades of Noir continues to build relationships with colleges and departments across the institution and continues to evolve this model of consultancy to best support UAL colleagues.

Workshops and consultancy sessions across a range of departments and course teams within UAL; contributing to staff development and creating local accountability towards the practices of antiracism action. This programme adopts a unique, holistic approach that is informed by the cultural, political and historical experiences of the facilitators as social justice creative pedagogues, fused with the expertise, mission and values of and with Shades of Noir, UAL legacies’. The key objectives of this programme respond directly to underrepresented Academics of Colour and the ever-increasing diversity of creative educational cohorts of students who enter a wide variety of industries internationally. In addition, the programme also works to counter the hyper racialised political climate with care and responsibility to dismantle the insidiousness of historical, institutional and individual everyday discrimination at play in our ever-changing society.

The programme structure allows valuable time for reflection and consideration of positionality, within the context of each individual but also the role of the respective department/team. Participants have found it helpful to work closely together within this space to unpack and critique their practice and to be considering how they can evolve their work and commitment to anti-racism and social justice. Each session culminates in follow up questions that assist in unpacking resources that may be of further help to each individual and team. Additionally, follow up conversations are periodically set beyond the initial programme to continue to build accountable spaces.

Shades of Noir activity State the title and a summary of the project

Which university priorities and or antiracism plan areas does the work align to? [e.g. closing awarding gaps, decolonising agenda, retention, student experience, sustainability, access…]

University or College Lead/Coordinator/Facilitators

Is there a resource plan?

Start/ Progress and impact: Please quantify the end reach of the work and indicate the outputs date via key measures (both qualitative and quantitative).

Evaluation: Has the project been, or is intended to be evaluated for impact?

Eliminating the continuation and degree awarding gap - Working with a community of students and recent graduates to develop and retain for the full cycle of education

Director - Aisha Richards Lead - Melodie Holliday Supported by Angie Illman

YES

Since 2010

Regular meetings are held with all of the team monthly and 1 to 1 meetings are arranged fortnightly to check on progress, managing deadlines, well being, self-care as well as study progression and completion of course content. The frequency of checks are there to ensure that all team members can manage workloads and find a balance between life, work and study challenges. Towards the end of their contracted time at Shades of Noir team members write about their experiences at Shades of Noir and additionally, talk to a member of staff about where they will progress to next e.g further study, work or gap year. Sometimes members of the team will take up a work opportunity that has been presented to Shades of Noir and forwarded to a team member. The final evaluation takes place towards the end of the team members contract in which they write a short piece of content about their time at SoN, such as ‘My Journey with Shades of Noir - Tiffany Webster’ or ‘Patricia Peterson: Final Salute’ or ‘Reflection On My Time At Shades’. This is space for them to talk about what it was like working for the organisation and to give feedback. We also ask those team members to tell us one thing that we could do better which is asked at our final face to face session.

SoN Artstemps Team are all current students or recent graduates, who work on their creative design skills, writing, publishing, interviewing, grammar, public speaking and so much more through the creation of content that contributes to publications, journals, online platforms, teaching content using existing skills and/ or learning new skills. The programme is designed to support building further confidence, improve students’ portfolios, build their self-esteem, nurture their multidisciplinary strengths and develop further networks in addition to life skills for their futures. Many of our Artstemps communities over the decade are from marginal and vulnerable communities, including those who experience intersections of discrimination, such as students of colour, first in their family to go to university, Trans, non-binary folk, care leavers, those with a variety of (dis)abilities and students experiencing homelessness.

Shades of Noir activity State the title and a summary of the project

Which university priorities and or antiracism plan areas does the work align to? [e.g. closing awarding gaps, decolonising agenda, retention, student experience, sustainability, access…] Publications Decolonising the curriculum - These publications bring together a plethora of research in a variety of forms

University or College Lead/Coordinator/Facilitators

Is there a resource plan?

Start/ Progress and impact: Please quantify the end reach of the work and indicate the outputs date via key measures (both qualitative and quantitative).

Evaluation: Has the project been, or is intended to be evaluated for impact?

Director - Aisha Richards Lead - Melodie Holliday Supported by Angie Illman

YES

Since 2011

J ournals have continued to be published in hard copy format where applicable. Currently, all journals are available online and are regularly accessed by our many followers and communities of practitioners around the world. Recent data gathered revealed that approximately 345,915 people have engaged with the journals. The average reading time estimated is approximately 7.25 minutes increasing access during the period in which the pandemic reached its peak. While the highest percentage of readers are based in the United Kingdom followed closely by the United States of America. Shades of Noir publications continue to be accessed across Europe, Canada, India, Singapore, Australia and a whole host of other countries around the world. Shades of Noir are regularly contacted by organisations that seek to archive and/ or catalogue the journals in their institutions, libraries or archival collections. The Journals Site continues to be developed to ensure that the ToR content is accessible for those with access needs.

Shades of Noir have been producing publications since 2011, however, journals since 2015. Suitable titles, themes and subject matter are proposed and selected in our team meetings designed to encourage idea generation. Team members then work in pairs to curate the publications which include external and internal article/image submissions from leading international academics and creatives of colour. All journals uniquely contain a keywords section that is rooted within social justice and anti-racism discourse. The journals which are archived in some of the world’s most prestigious educational establishments such as the British Library are published in sets of four. Titles due to be published this year are on the subjects of Politics of Masculinity, Gen Z and Wilful Ignorance: An Apologists History.

Shades of Noir activity State the title and a summary of the project

Which university priorities and or antiracism plan areas does the work align to? [e.g. closing awarding gaps, decolonising agenda, retention, student experience, sustainability, access…] Mandatory Anti-racism Anti education across Racism the University Training This programme of work was created to support UAL antiracism efforts given Shades of Noirs successful external consultancy

University or College Lead/Coordinator/Facilitators

Is there a resource plan?

Start/ Progress and impact: Please quantify the end reach of the work and indicate the outputs date via key measures (both qualitative and quantitative).

Evaluation: Has the project been, or is intended to be evaluated for impact?

Race Champion Naina Patel Director - Aisha Richards Lead - Shades of Noir Supported by OD & Diversity Team

Provisional - Awaiting confirmation from OD

Oct 2020

‘UAL has committed to mandatory Anti-Racism training for all its staff as part of its anti-racism action plan. The first component of this training, a mandatory online module on foundational Equality, Diversity and Inclusion has been launched recently. A classroom based antiracism training programme devised collaboratively between SoN and Human Resources was piloted in early 2020 and approximately 60 UAL staff participated and provided helpful feedback. The programme had many positive features, but there were concerns around capacity to deliver to such large numbers alongside other work. A new programme will be procured and designed with external partners with the capacity to train our whole workforce.’ Naina Patel

SoN engaged with a programme of consultation with key stakeholders within ED, OD and HR at UAL to produce an adapted version of our successful emancipatory consultancy rooted in pedagogic academia. This was particularly challenging as it meant that Shades of Noir’s existing practices would have to be significantly edited and compromised to meet the requirements of the institution. This process was supported by weekly meetings between Shades of Noir, ED and OD and monthly meetings for a period with the Race Champion and the former Deputy ViceChancellor. It was decided that pilot sessions and new content would be produced to support this project. It was also agreed that we would be inviting a range of participants from all job families across the institution to take part in the pilot. This meant that 65 people took part in the pilot and feedback was collated.

OUR STATEMENT. Shades of Noir (SoN) was created in 2009 by Aisha Richards. Shades of Noir’s ethos is to support academia by diversifying the curriculum, developing pedagogies of social justice within creative Higher Education (HE), as well as presenting the voice of the marginalised at the centre of transformational practices. Our work and contributions are rooted in anti-racism towards intersectional social justice. As a community, we have formulated an informed response to the appointment of a new Vice-Chancellor based on our lived-experience and intersectional approach to anti-racist teaching and learning within Art, Design and Communication at The University of the Arts London (UAL) and the wider creative sector. Our team is made up of members who are Senior Management (Academic & Operational), Teaching and Academic Staff (TW Graduates), recent graduates and current students of UAL. We are made up of a diverse team of individuals who transverse intersections from all protected characteristics; this includes variation in age, religions and spiritual faith, gender, race/ethnicity, nationalities and creative practices. As such, our position in the sector and our response should be considered as consultative in this upcoming decision. In response to the new appointment of Vice-Chancellor (VC), we feel that as a community, as standard, there should be the representation of certain roles within the search committee. This includes the attributes of the new ViceChancellor, proven academic and/or lived-experiences, the acknowledgement of what we as a community we would like to see more of within the institution and how the new VC can support the delivery of University-wide aims and objectives that further support and embed anti-racist practice, programmes and policies as outlined within the universities 7-year strategy. © Shades Of Noir 2022.

Furthermore, we would like to see the representation of roles that reflects the student and staff body within the selection committee and the interview panel. The academics who we suggest should be consulted with and, where possible, included in the search committee include (but are not limited to) Professor Sonia Boyce, Professor Paul Goodwin, Professor Carole Tulloch, Aisha Richards, Angela Drisdale-Gordon, Greg Messiah, Mary Evans, Sandra Gittens, Zey SukaBill and John Lau, as well as the current GEMS co-chairs Annabel Crowley and Melodie Holliday. This cohort of individuals we feel have a not only lived-experience, but an indepth practical knowledge of social justice and have publicly committed to practising anti-racism which remains at the core of their research and creative practices, inclusive of their varying positions within the institution, from senior academic roles to HPL’s. In regards to ‘proven’ experience, we would like to see the appointment of an individual who has an extensive history of working in a multicultural and intersectional environment within the remit of social justice, to have attended and completed to a high degree anti-racism training, to have lived experience of social justice work allowing them to be able to identify the shared interests, priorities and a record of social justice interventions managed by them and resolutions made, to have a compassionate methodological approach, as well as international strategic and legislative knowledge. We would like to see the appointment of a new Vice-Chancellor who is compassionate, empathetic, transparent, who boasts relatability, versatility as well as makes an open commitment to anti-racism, self-defines as a ‘trailblazer’ in social justice and finally an individual who is creative in their approach which includes, as standard, inclusivity and equality as a thoughtful practitioner.

Considering the position of UAL which is ranked 2nd in the world for Art and Design for the second year in a row, as Europe's largest specialist institution with over 19,000 students from more than 130 countries, we similarly like to see a wider acknowledgement of the impact of Shades of Noir in evolving curriculum design, academic representation and pedagogical practices and our ongoing creative action against disparity at all levels - alongside our proven track record after 10 years plus of practice. We have also considered how the new Vice-Chancellor can support the delivery of University-wide aims and objectives through leadership that acknowledges the expertise, lived-experience and legacy of contributions of communities and academics (current and retired) who have been resoundingly generous to the institution within their research and creative practices. This undeniably requires the ongoing consultation from such individuals and networks, including staff and student cohorts, in reforming the strategic plan to embed anti-racist practice, programmes and policies within the institution. Similarly, recruitment, grievance policy and training processes all need to be reconsidered by working closely with those already employed by UAL who have already been working towards delivering these objectives and aims. To conclude, we would like to suggest additional questions to be included alongside the current devised questions, and also propose these be implemented within the selection process.

“

We would like to see the appointment of an individual who has an extensive history of working in a multicultural and intersectional environment within the remit of social justice, to have attended and completed to a high degree anti-racism training, to have lived experience of social justice work allowing them to be able to identify the shared interests, priorities and a record of social justice interventions managed by them and resolutions made, to have a compassionate methodological approach, as well as international strategic and legislative knowledge.

W: shadesofnoir.org.uk E: info@shadesofnoir.org.uk Tw: @shadesofnoir Fb: shadesofnoir Shades of Noir: The Centre for Race & Practice Based Social Justice Room C130 Camberwell College of Art 45-65 Peckham Rd, London SE5 8UF