As a Jewish woman when I first joined education as an HE student in 2008 and as Fine Art Painting faculty at UAL in 2018, I never thought I would have to hide my background or feel unsafe about being openly Jewish as my grandparents did when they minimized their Jewish identities and changed their surname from Hershman to Harper in the 1930s after fleeing from Russia’s then Ukraine to the UK. Yet here on these blog posts, I find myself vulnerably choosing to expose my positionality despite any uncomfortable feelings about it making me a target because, beyond my discomfort, I also see the importance of sharing my experiences with antisemitism both overtly and covertly. It is worth clarifying that ‘Unlike religious-based anti-Judaism, where a Jew could convert out of Judaism and be safely accepted into another religion, racialized antisemitism meant that being a Jew was permanent’ (Facing History and Ourselves, 2021). This has profoundly shaped my understanding of how racism can play out through discrimination, anti-Jewish prejudice, persecution, hostility, violence, oppression, intimidation, elitism, exclusion, dehumanization, and othering. It is vital to start addressing the various methodologies employed (or not) within our academic institutions to address racial hatred.
A.Sadiq’s talk interestingly considers the implications of anti-racism in (DEI) Diversity Equality Inclusion. Remarking “That very training is biased, it is built with stereotypes. It has assumptions, it is not always diverse, or inclusive, and many times it does the very opposite of inclusion” going on to say “the challenges in education is that they give you a perspective, not the whole perspective, not a different view, not different takes” That it is failing by not having the successes we want to see in racial, gender equalities, successes in diverse community groups, and stereotyping not being representative of all of the community’s experiences. My experience correlates with Hadley Freeman’s examinations of the beliefs and recent statistics ‘that have swept across liberal sectors ‘In the weeks after October 7th, antisemitic hate crimes in London- such as attacks on Jewish schools and shops- exploded by 1350 percent compared with the same period before; In the United States, anti-Jewish attacks increased 400 percent; University campuses have been the sites of some of the most shocking, and the most visible, examples of antisemitic incidents since October 7th’ (H. Freeman, 2024).
Independent initiatives like the Campaign Against Antisemitism’s educational resources aim to combat this trend by raising awareness and promoting understanding. Yet what has become apparent is that despite all of this, Anti-Semitism is not just invisible but unacknowledged as a form of racism within the very institution and DEI Inclusivity unit that raises issues relating to racial injustice, which is amplified threefold. For these reasons, resources are crucial in creating safe and inclusive environments for all students. Educating the campus community about all forms of racism and types of prejudice is more effective and fosters a belief in a culture of respect and support in promoting overall inclusivity. You only need to look at the “Love Thy Neighbour” guide, albeit designed for school-aged children, presents a practical approach to anti-racism education. It provides teachers with resources to address prejudice, stereotyping, and bullying, encouraging students to become upstanders rather than bystanders. Offering a tangible method for educators to address racism directly within the classroom. Its comprehensive approach ensures that anti-racism education is embedded in the broader curriculum. Whilst that focused content might not directly translate to the complexities of higher education, it could be achieved with more advanced and nuanced materials that address the specific challenges faced by adult learners.
“Education as the practice of freedom affirms healthy self-esteem in students as it promotes their capacity to be aware and live consciously.” Where Bell Hooks’ teachings emphasize the importance of bringing personal experiences and histories into the classroom. This approach advocates for a vulnerable and intentional educational experience, where students and educators engage deeply with the material and with each other. Incorporating personal experiences in education humanizes abstract concepts, making the learning process more relatable and impactful. It encourages empathy and understanding among students. This method requires a delicate balance to ensure that vulnerability does not lead to discomfort or harm. Educators must be trained to handle sensitive topics with care and respect.
I want to ask, what are our responsibilities and care to our communities when it is contentious and what practices are there to deal with it? Both through the lens of academic resources and personal experiences within our university environments as tutors in positions of power, we need to eradicate the rising tide of antisemitism overwhelming UK Campuses. I say this without focusing solely on antisemitism and overlooking other forms of racism and discrimination but rather as it is under the microscope. I, like most teachers, am willing to tackle the difficult topics, but we need a holistic approach and the relevant tools to draw from to develop a deeper understanding of which approaches address all forms of racism in our educational contexts. In the context of activism at UAL, we need to be careful not to exclude and perpetuate racial inequalities and oppressions that are perhaps structural.
‘The charity turning UK universities woke’ where Orr.J is in conversation with Arif Ahmed about Advance HE, Ahmed stated that “the practical things that have happened at universities have created an oppressive environment, and certainly have not been in all cases helpful for free speech”. He also says ““Ideological training, universities of any institution should be neutral on any matters on which there is controversy”. It brought up the helpful questions pertaining to “what counts as collective understanding” and what does that even mean? Might that mean restrictions on the syllabus, for instance, speech restrictions, disciplinary action against people who conduct certain kinds of research?
Rebecca Garrett’s study on racism shaping the career trajectories of racialized minority PhDs in UK higher education reveals that systemic racism affects both career progression and the imagined futures of these scholars. This research emphasizes the need for institutional changes to support the career development of minority academics. By highlighting the career barriers faced by racialized minorities, Garrett’s work calls for systemic changes in higher education institutions to create a more inclusive and supportive academic environment. Some might argue that focusing on career trajectories might not address the root causes of racism within academia. Institutional changes can be slow, and the impact of such research might not be immediately visible.
My suggestions as a minimum in response are that university institutions should look after both staff and students and provide space for focused conversations and care with those who have the responsibility to do so. Use of existing professional external sources to open conversations about the issue and to tell histories responsibly and in an informed way. Another task as a fine art tutor is working with artists to foster creative responses that are valuable. The challenges are staff bias and feeling unequipped to deal with the complexity.
The University also has a role to play in providing frameworks and guidance on how to deal with the issue including their wellbeing for staff and students in regard to; inclusion of issues such as those related to antisemitism; coverage on the website and in publications, and updating the decolonization and anti-racism guidance.
Addressing racism in education requires a multifaceted approach, incorporating theoretical frameworks, practical guides, and personal experiences. At UAL, our responsibility is to create a supportive and inclusive environment that acknowledges and addresses the complexities of racism. By integrating diverse methodologies, we can hope to work towards eradicating racism and fostering a culture of equity and respect, as I say, for all students.
REFRENCES
Bradbury, A. (2023) Critical Race Theory and Education Policy: A Practical Guide. London: UAL Press.
Freeman, H. (2024) Blindness, October 7 and the Left, Issue JQ256 -The Jewish Quarterly.
Facing History and Ourselves (2021) Understanding Antisemitism: An Overview. Available at: https://facinghistory.org/antijudaism
Garrett, R. (2023) Racism and Career Trajectories of Racialized Minority PhDs in UK Higher Education. London: UAL Research Journal, 15(2), pp. 123-145.
Love Thy Neighbour Project (2023) Love Thy Neighbour: A Practical Guide for Teachers. London: Inclusive Education Resources.
Campaign Against Antisemitism (2023) Educational Resources on Antisemitism. Available at: https://antisemitism.org/education
Hooks, B. (1994) Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.
Orr, J. (2022) Revealed: The charity turning UK universities woke. The Telegraph [Online]. Youtube. 5 August. Available at: https://www.youtube.com/watch?v=FRM6vOPTjuU
Sadiq, A. (2023) Diversity, Equity & Inclusion. Learning how to get it right. TEDx [Online}. Youtube. 2 March. Available at: https://www.youtube.com/watch?v=HR4wz1b54hw
One reply on “Approaches to Addressing Racism: A Critical Examination”
Hi Becki,
Thank you for your honest and brave account. I really appreciate to hear how your experience has inform your position, and I was interested to compare it to some of my own viewpoints. I agree that it is imperative to acknowledge that some conversations within universities might have the result of making some staff or students feel uncomfortable or even unsafe. It is a challenge that needs careful consideration whenever a project, unit or activity asks students to share their own experiences or opinions. I think that because staff are placed automatically within a position of power, they need to make sure they are making effort to think about how they share their own opinions in a dialogic and considered way.
I was interested to read your analysis of Orr’s video as it differed greatly from my own. For me, Orr is setting up an idea that voices of dissent should be silenced if they risk upsetting others. This is interesting to pick apart, because what he appears on the surface to be asking is that freedom of speech should be protected, but what I see him as actually doing is silencing any voices of protest or opposition to power structures, which already have a dominant position in terms of platforms (I’m thinking monuments, or perhaps media personalities or political figures with a big influence). For freedom of speech to be upheld, voices of protest also need to be heard.
I understand that you are drawing attention to something different here, and finding a way to express that some forms of protest can have a profound impact such as the platforming anti-semitic views. In this sense, it is imperative that yourself and others feel comfortable and safe to raise these concerns, and that any conversations include a broad perspective of views.
Within Patrizia Nantz recent opinion piece in the Guardian, I was struck by her conclusion that a university must be a space where we can bravely encounter viewpoints that differ from our own, as a way to protect intellectual integrity. I agree with your position that this must be mediated in a way that is professional, and creates space for a multitude of voices. Creating these forms of dialogue are all of our responsibility, and I am glad that you felt able to start this conversation.