Breakout Session 1: draws upon the recent work undertaken to critically review and transform the Postgraduate Certificate in Academic Practice, as a basis to get new teachers in HE to conceptualise and position their teaching as truly inclusive and to consider anti-racist approaches to learning and teaching. It challenges existing scholarship of learning and teaching and pedagogic approaches claiming HEIs are reinforcing whiteness through knowledge, norms and behaviours which does not fully prepare academics to consider anti-racist practices or the impact of their teaching on diverse students.
BREAKOUT SESSION 2
Breakout 2: examines the development of anti-racist pedagogy through the power and composition of the reading list. It will acknowledge the perceived pedagogic authority and impact on students’ learning that reading lists have and speak to their role in connection, identity and belonging. Tools for decolonising the reading list will be offered, enabling a co-creative and discursive approach to this decolonising development.
BREAKOUT SESSION 3
Breakout 3: explores the intersectionality of race and language within a teaching and learning context. There are significant barriers faced by students of colour in higher education and the mainstream framing of these students is usually viewed through a deficit model which is harmful as it perpetuates negative stereotypes and hinders progress to address racial inequalities. This session considers alternative approaches which enhance the student sense of belonging through the use of language and habitual learning and teaching practices.