Teaching Within: A case study.
Shades of Noir (SoN) was established in 2009 by Aisha Richards after discovering some startling statistics relating to the attainment figures of students of colour within Higher Education. In response, the organisation was developed to ‘provoke, challenge and encourage dialogue and cultural value on the subjects of race within Higher Education, the creative and cultural sectors’, through digital content, events, advocacy and support networks. Richards is the Director of Shades of Noir, managing a team of academics and students at the University of the Arts London in initiating and supporting activities around social justice, inclusion and representation that affect policies, processes and people. What challenge did you want to address? ‘Teaching Within’ seeks to address the underrepresentation of people of colour as academics within the University, and wider cultural and creative sector, and the knock-on impact this has on BAME students’ attainment and career opportunities. Richards found through research that People of Colour (PoC) were overrepresented in administrative roles within the institution but seldom found in academic ones. In a bid to change this she developed the programme. ‘Teaching Within’ is a development programme for aspiring teachers of colour in creative arts and design in Higher Education. The programme was designed by Richards and is delivered by SoN within the university to address the low employment rates of academics of colour in elite staff categories within higher education institutions (Adams, 2017). SoNs works supported by, but independent from, the University. 14 //
What did you do? Teaching Within provides paid teaching placements with a comprehensive and layered support package, including a Postgraduate Certificate (PgCert) in Academic Practice and access to networks of academics of colour. A key characteristic of this programme is it not based on a deficit model – most participants are alumni of the University and are successful in their creative careers and high achievers academically. All participants have found that while they successfully completed degrees, they were unable to transition into sustainable teaching posts. Richards negotiated host courses with the University and pulled together existing training and support mechanisms, which includes bursaries. Now onto its 4th cohort, the programme takes in 20 new academics a year and lasts 18 months. What barriers did you face? The main barrier faced in establishing the programme was the pre-existing culture of the university (and sector, and society), i.e. low awareness of the barriers faced by people of colour, and a lack of understanding about why an intervention was needed. Some participants faced challenges in engaging with, and being valued by, the wider team. This was explored through a workshop developed by Richards and based on the accounts of participants, 60 university staff attended and were able to work through issues without personal judgments. The event proved to be a learning experience for all at which unconscious/conscious biases were challenged,
