Racism in education takes many forms – from structural inequalities to everyday interactions. As the resources for this task show, anti-racism requires not just awareness but sustained action. Here, I reflect on how these ideas have shaped my practice as an educator.
Early in my teaching career, I encountered a situation that revealed the fragility of intercultural dynamics. A Brazilian student, fluent in English, publicly expressed anxiety about being grouped with Chinese students he believed had limited English. It created an uncomfortable moment for the cohort. Lacking formal training at the time, I relied on instinct – placing him with peers he felt confident working with primarily as a means to protect my Chinese students from further confrontation. I also spoke with him in private, explaining the gravity of his behaviour and the situation did not repeat. Later, a Chinese student shared that she felt grouped with other Chinese students as a way to appease him but that she had come to London to experience and meet different cultures. I felt awful and still reflect on whether I handled it properly.
Sara Ahmed’s work has helped me process this complexity. In On Being Included, she writes, “Diversity work is messy and difficult… of not knowing what to do” (Ahmed, 2012, p.174). Her critique of institutions using diversity rhetorically without committing to structural change (Ahmed, 2019) speaks directly to the tension between individual action and institutional responsibility.
In response, I’m hoping to embed a non-violent communication workshop into the early stages of my course (during our 25-26 intake) to build empathy, emotional literacy and group trust before collaborative challenges arise. This aims to support a more inclusive, student-led environment. I am hoping this will be the intervention that I will design and implement. My training begins on June 24 after which I should fully understand the possibilities of inclusion.
Looking at some of the resources, Bradbury (2020) critiques the illusion of neutrality in education policy, especially around bilingual learners. Her use of Critical Race Theory shows how systemic racism can be hidden in “standardised” practices. Garrett (2024) extends this to higher education, revealing how racialised PhD students are often excluded from key opportunities. These perspectives emphasise that anti-racism must address deep structural barriers – not just surface-level diversity.
Sadiq’s (2023) TEDx talk reinforces the need for strategic, values-led DEI work. His reminder that it’s about progress, not perfection, resonates with my teaching journey.
At UAL, the Anti-Racism Action Plan sets out commitments to race equity, inclusive curricula and improved reporting systems. Its structure and ambition are commendable, and the Race Equality Charter Bronze Award suggests institutional progress. However, there is still concern about slow and uneven implementation. For example, at the moment UAL websites cite Naina Patel as UAL’s Race Champion but she is no longer in post.
A gap became clear during Workshop 3, when we discovered that UAL’s Student Charter – a document students sign at the start of their studies – contains no mention of anti-racism, inclusion or equity. This feels like a missed opportunity. As a group, we discussed co-creating a values-based charter with students to establish shared expectations. Even so, the official student charter must reflect UAL’s anti-racist commitments. These messages shouldn’t be optional or informal – they should be foundational.
Anti-racism in education is ongoing, layered work. For me, it now means balancing institutional policy (or critique of it) with action in my own classroom – working towards a culture where all students feel genuinely respected, heard and valued.
References
Ahmed, S. (2012) On Being Included: Racism and Diversity in Institutional Life. Durham: Duke University Press.
Ahmed, S. (2019) What’s the Use? On the Uses of Use. Durham: Duke University Press.
Bradbury, A. (2020) ‘A critical race theory framework for education policy analysis’, Race Ethnicity and Education, 23(2), pp.241–260.
Garrett, R. (2024) ‘Racism shapes careers’, Globalisation, Societies and Education, pp.1–15.
Sadiq, A. (2023) Diversity, Equity & Inclusion. Learning how to get it right. TEDx. Available at: https://www.youtube.com/watch?v=HR4wz1b54hw
University of the Arts London (UAL) (2021) Anti-Racism Strategy. Available at: https://www.arts.ac.uk/about-ual/strategy-and-governance/anti-racism-strategy
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