2. Background Literature reviews Student interviews/focus groups - 44 students across 5 institutions Conversations with 5 academic staff with experience of race-related issues within higher education Examples of practice sought- responses from 14 out of 20 institutions Reviewed by a range of departments across 4 universities in Scotland as well as reviews from colleagues in England

3. Themes from Student Focus Groups Assumptions and stereotypes Developing cultural and faith/belief awareness among staff Working with multi-lingual learners The ‘inclusive’ classroom Tackling discrimination

4. Academic staff themes Attitudes and assumptions Developing cultural awareness Racism and racial discrimination Language- working with multilingual learners Teaching and support strategies Embedding race equality into the curriculum International students Institutional action

5. Purpose of the Toolkit To assist staff who have teaching responsibilities to embed issues of race equality as part of: (a)Learning and Teaching (b)Curriculum Design

6. Student comment (autumn 2006) “ We have a long history that we want people to know…I mean it’s interesting when I came here some people asked me, ‘do you have colour televisions in China?”

7. Developing critical pedagogy Provide opportunities to see and think about issues differently Addressing stereotypes and prejudicial perspectives

8. USING THE TOOLKIT AT AN INDIVIDUAL LEVEL AT A SCHOOL OR DEPARTMENTAL LEVEL AT AN INSTITUTIONAL LEVEL

9. PUTTING THE (E) INTO QUALITY Race equality is part of the quality enhancement processes Good practice benefits all Not a matter of numbers

10. Commission for Racial Equality(1) How do courses encourage students to understand and value cultural and ethnic diversity? How does teaching take account of students’ cultural backgrounds, language needs, and different learning styles?

11. Commission for Racial Equality(2) How does the curriculum deal with questions of racism and diversity? How do extra-curricular activities and events cater for the interests or needs of all students, and take into account any concerns about religion or culture?

12. Four sections: Curriculum Learning and teaching Assessment Institutional action

13. Valuing cultural and ethnic diversity Examples: Choice of authors Case studies discuss diversity Assessment takes account of diversity

14. Defining and clarifying technical terminology and jargon Avoiding colloquialisms or expressions without explanation e.g. modus operandi, Zeitgeist Moving gradually into interactive pedagogical practice rather than beginning with such a model

15. Curriculum and racism “Racism in higher education is mostly hidden and deeply denied. Only when lecturers open up discussions about racism and students begin to give their points of view do problematic outlooks and preconditioned mindsets emerge. Once they emerge, they can be dealt with.”

16. Providing Opportunities Specific modules which focus on racism, racial equality and ethnic diversity Embedding into entire degree programme Drawing on contemporary issues Including the voices of minority ethnic people - not just as ‘victims’ Demonstrating relevance of issue within course of study

17. Learning and Teaching Environment Placement contracts are explicit about equal opportunities and anti-discrimination “ During fieldwork, there may be racial issues from the locals. Black minority ethnic students may not be received well due to their ethnicity or colour.” Tutors watch that study groups are inclusive/sensitive to different needs, racism/ all forms of racist terminology, comments addressed Social activities do not centre on alcohol as the norm unless otherwise requested

18. An internationalist approach within content(1) “ There is general recognition that University X wants to be recognised as an international university and has a lot of international students but if you have a lot of international students then you have to adapt your teaching styles and content…. But I feel they haven’t stepped up to that level yet.”

19. An internationalist approach(2) Avoiding a Western-centric perspective Enabling students to engage in constructive critical analysis of a range of perspectives - linking these experiences to theory and policy implications Set tasks which promote student investigation of international perspectives on a topic Literature reviews to engage with international journals/research

20. Monash University GRADUATE OUTCOMES: where graduates are capable of solving problems in a variety of settings, with cultural and environmental sensitivity; LEARNING PROCESS: the curriculum values empathy and intellectual curiosity, through which learners are enabled to participate in a mutually beneficial internationally and multi-culturally aware learning process; CURRICULUM CONTENT AND DELIVERY: ensuring that students understand the international context of their discipline or professional course, that the content incorporates multinational experience and thought, and where students ideally have the opportunity to study part of their course overseas. The way in which the course is delivered should also be culturally inclusive

21. Assessment(1) Requirements are understood by all e.g. plagiarism “Just asking the students if they understand the concept is not sufficient; students have to be shown what it means. Furthermore, at international postgraduate levels, lecturers often assume that all students have been taught referencing conventions as undergraduates. We need to distinguish between what is genuine plagiarism and what is really negligence in adhering to academic conventions.”

22. Juwah et al (2006?) Robert Gordon University Plagiarism Project: International Students [=43] Lack of awareness of referencing conventions Lack of awareness of plagiarism Language problems Time Lack of confidence/self-worth

23. Assessment Assessment instruments adapted to promote race equality (e.g.rewarding the consideration of multicultural perspectives where possible and appropriate) Assessment instruments re-examined to encourage inclusion (‘ the ability to engage with critical reflection’ assessed as well as ‘the ability to summarise information from a variety of sources’)

24. “ Recently, a Muslim student came to me anxious that he was going to be penalised for handing a piece of coursework in late. His assignment was due in the same date as Eid. He wanted to celebrate his faith but also commit to his study…Staff are aware of Easter and some of the main Christian celebrations days but not of other faiths.”

25. INSTITUTIONAL ACTION AND LEADERSHIP Institutional message needed for the issue to be taken seriously by all staff Provision of support to staff in implementing race equality Ensuring institutional coherence in delivering for race equality e.g. aligning initiatives to embed race equality into learning and teaching with other services e.g. student support, planning of residential schools