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  • Madeline_Abbas_Final_Jan_2023

    Rights statement: 18m

    Accepted author manuscript, 347 KB, PDF document

    Embargo ends: 1/01/50

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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The Promise and Problems of Race Equality Work Within UK Higher Education

Research output: Contribution to Journal/MagazineJournal articlepeer-review

<mark>Journal publication date</mark>9/01/2023
<mark>Journal</mark>International Journal of Inclusive Education
Publication StatusAccepted/In press
<mark>Original language</mark>English


This paper provocatively asks not what do academics need to do to tackle institutional racism within higher education, but rather, do we even know what institutional racism within higher education looks like? Hill Collin’s (2009) delineation of a Black feminist epistemology rallies us to dismantle power structures which privilege Eurocentric knowledges and invalidate other ways of knowing such as lived experiences, emotion, and dialogue as criteria of meaning. Drawing from research and events organised as part of a student-staff collaborative Community Building and Belonging project that I co-supervised, this paper explores what an anti-racist higher education institution might look like if we take seriously our students as ‘agents of knowledge’ (Hill Collins, 2009, 285) as a means of decolonising, not just the curriculum, but experiences of higher education.