No end and no beginning; race equity in higher education

• Date: 24 June 2024
• Pages: 9-25
• DOI: https://doi.org/10.1108/EDI-05-2023-0171
• Published date: 24 June 2024
• Author: Syra Shakir

No end and no beginning;

race equity in higher education

Syra Shakir

Institute for Childhood and Education, Leeds Trinity University, Leeds, UK

Abstract

Purpose –To provide insights around navigating, coping and tackling racial inequalities at university

through three key areas: peer support through sharing stories, motivating others in the call to action through

developing an anti-racist socially just consciousness and student staff co-creation to build belonging and

community at university.

Design/methodology/approach –Varied approaches are included around pedagogy, curriculum, peer

support, using creative outputs, sharing stories and valuing student wisdom through co-creation underpinned

by empirical research.

Findings –I concede that establishing race equity in higher education continues to be an ongoing struggle,

complete with trials, tribulations and trauma. As “The Forced Silence”outlines, to affect any changes in the

institution or in the community and wider society, the changes have to take place at the peer level initially, as it

is people and individuals who make up the system. This means thattackling racism is everyone’s business and

we all have a responsibility for this work. Privileged folks who are seemingly disaffected by racial

discrimination are indeed misguided, as racism is an illness in society and significantly harms our global

community. Within higher education institutions, educators occupy a position of power (Hearn, 2012), which I

argue we must use in a socially just mannerto support all our students to succeed. By embodying and enacting

care, compassion and respect within our practice, we can then instil the same in our students, just as we would

do for our own children. Our students, just like our children, can then go into society as holistic and socially just

conscious members of our community, which I argue is even more important than graduating with a good

university degree.

Originality/value –I use a range of original poetry and theory with a view to supporting my academic

professional practice in higher education.

Keywords Gender, Discrimination, Higher education, Glass ceilings, Education, Ethnic minorities

Paper type Professional Insights

Note on terminology

*I adopt the term ‘Black, Asian and Minority Ethnic (BAME)’as a commonly used term to ensure

consistency with other public bodies and to benchmark against their data. Within our institution this

category is used to gather data for our information and planning, student and staff records, access,

and participation plan and both our race equality charter application and current action plan. I am

aware that the terminology is currently at discussion within the sector and there are several other

terms being utilised although not one unanimously agreed upon. Where relevant I put information

into context or disaggregate the data into individual categories. I sometimes use the terms People of

Colour and Black and Brown people also within this narrative.

Inside the ivory tower and the fortress of white walls

The institutions’oppression, discrimination and all

Microaggressions, unfair treatment, poor retention and more

No promotion or progression, poor degree outcomes, for sure

Hearing people’s stories and sharing their pain

Often, I feel helpless, they’ve told me all in vain

Such a heavy burden, the turmoil, and the tears

Equality,

Diversity and

Inclusion: An

International

Journal

9

The current issue and full text archive of this journal is available on Emerald Insight at:

https://www.emerald.com/insight/2040-7149.htm

Received 25 May 2023

Revised 12 October 2023

12 December 2023

11 March 2024

9 April 2024

Accepted 20 May 2024

Equality, Diversity and Inclusion:

An International Journal

Vol. 44 No. 1, 2025

pp. 9-25

© Emerald Publishing Limited

2040-7149

DOI 10.1108/EDI-05-2023-0171

The same stories continue for oh so many years

What do I say and how shall I respond?

An overflowing vessel, how long can this go on

I want to help them all, I genuinely do

Be there to support, a hug and listen too

We have to share your stories, we have to change the system

We have to listen hard and learn from people’s wisdom

We can’t remain as faces at the bottom of the well

We have to help each other as said by Derrick Bell

Community of hope we have to teach with love

As bell hooks already told us she looks down from up above

So don’t be silent, sit back or think it’s not your job

That dismissal and denial upholds the right-wing mob

Let’s come together our community, building and belonging

Listen and take action, stop that trauma from prolonging

To become a better person, means we have to help each other

Looking out for one another as a sister or a brother

I can’t give up the fight nor the struggle of my family

I must be brave; I must be bold and battle on valiantly

Seeing siblings happy, builds up my strength and passion

Worthwhile is all my pain, my time I’ll never ration

My heart is full of love, compassion, and true care

My students are my children with them my heart I share

With colleagues and my peers, I stand in solidarity

Long lasting bonds we build, and comfort in familiarity

Old stories and new tales, no end, and no beginning

I will soldier on despite the ever stinging

Race equity and EDI work, I do it all wholehearted

And even though I often feel my voice is not regarded

Despite all this, I work so hard, and I will never stop

I see how people take the credit and my name is dropped

My ideas and creativity are growing and keep flowing

I want to share it all and good outcomes keep me going

EDI

44,1

10