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Decoloniality and diversification are fundamental themes on the Third Year Sociology\u00a0module \u2018Racism and Resistance in Education. There are multiple topics within the\u00a0module that speak directly to this topic (e.g. Decolonising Higher Education) and\u00a0 there\u00a0is also an overarching aim to embed anti-racist practice into education throughout.<\/p>\n
Decolonising goes beyond only \u2018diversifying the curriculum\u2019\u2019 and requires us to embed a\u00a0range of strategies to dismantle the\u00a0 Eurocentric, exclusionary knowledge production\u00a0practice of the \u2018ivory tower\u2019. One way that we can do this is by connecting with\u00a0community and drawing from local contexts. Borrowing from Black Studies, where an \u201cactivist and community-centred core is vital\u201d (Andrews 2018: 135), teaching and\u00a0learning should encourage students to create links with the communities they are in.\u00a0With this in mind, I invited anti-racist social justice group Maslaha<\/em> to the University to\u00a0deliver a two hour session on the week\u00a0 ‘Prevent, Fundamental British Values and\u00a0Identity\u2019.<\/p>\n Maslaha works across a number of areas including education, gender, criminal justice\u00a0and health. They have a range of projects\u00a0 that mean they understand the multiple\u00a0identities communities hold, and the multiple deprivations that can exist. Their work is\u00a0always rooted in practice and with communities and can range from creating resources,\u00a0working in the arts, designing new\u00a0 services, campaigns, narrative change, and research. They have a radical approach to safeguarding and expertise on\u00a0 Islamophobia, PREVENT,\u00a0policy and embedding anti-racism when thinking about these themes. This made them\u00a0ideal to deliver this session.<\/p>\n Maslaha delivered an interactive session during the usual 2hr\u00a0lecture slot. The session featured real-life\u00a0 case studies from young people and families\u00a0they have supported through cases of Islamophobia and racial injustice in\u00a0 education. Quested engaged directly with students and asked them to draw on their experiences\u00a0both in school and HE to\u00a0 contribute to discussions. She introduced students to\u00a0concepts like Islamophobia, safeguarding and the policies around\u00a0 PREVENT and\u00a0counter-terror strategies in the UK. More broadly, she encouraged students to consider\u00a0broad concepts and\u00a0 themes like capitalism, neoliberalism and inequalities in\u00a0education. Maslaha also introduced students to Maslaha\u2019s campaign work, encouraging\u00a0them to explore their resources and sharing links so students could independently\u00a0engage with Maslaha beyond\u00a0 the session.<\/p>\n Students were engaged in the session. They contributed to the whole-class discussion\u00a0and were energetic in small-group chats\u00a0 too. Students were able to relate what they\u00a0were learning to their own educational experiences and, aside from an agreement\u00a0 that a\u00a0room with a different layout would have been more suitable for the interactive and\u00a0discussion-focussed session, all\u00a0 feedback was positive. Students showed that they\u00a0were engaged and genuinely excited by the session.<\/p>\n To follow-up, based on what they learnt in the lecture and some in-class research, I\u00a0asked students to produce a radical\u00a0 safeguarding guide (a document designed for\u00a0practitioners working with young people, particularly in school contexts, who\u00a0 want to\u00a0take a radical approach to child safety and safeguarding duties (Johnston & Akay n.d.).\u00a0Where mainstream safeguarding\u00a0 practices have been shown to criminalise and exclude\u00a0certain groups \u2013 disproportionately racially minoritised young people \u2013 a\u00a0 radical\u00a0approach to safeguarding fosters alternative, resistance safeguarding practices that do\u00a0not actively cause or reproduce\u00a0 harms (ibid<\/em>). This task required students to actively\u00a0apply their knowledge and was well-received by students. There were plenty of creative\u00a0outputs that demonstrated the success of the session and students\u2019 ability to produce\u00a0policy-relevant anti-racist\u00a0 outputs.<\/p>\n This initiative was a success and worked really well on this module. 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