How to start the
'Discussion' Case Study
These case studies were developed by core members of DEC. They are composites based on real experiences that aim to expose the sometimes obvious, but oftentimes unconscious, biases within our curriculum and academic culture. You are able to view them online or download them for use at a later stage. Either way, we hope they empower you to stand to for these injustices that are experienced by marginalised students in our classrooms.
Ziwe is in her social psychology online seminar. The class is discussing various societal aspects that impact access to education where gender often dominates the discussion. A few of Ziwe’s coursemates divert the conversation to one about how class acts as a barrier to tertiary education but this conversation does not go as far. The lecturer, Sarah Trot, then asks the group to think about how race could impact access to education. Ziwe notices that all mics that were unmuted, are now muted, and everyone looks away from their cameras.
Ziwe has already done her fair share of contributing and she does not like feeling that she has to contribute to discussions about race purely because she is the only black girl in her seminar. Usually, she waits a few awkward moments and the lecturer changes the topic. However, today she decided to share her thoughts.
“When I was in secondary school I always thought subconsciously that being a writer was something I just couldn't do. All of my English teachers were white, every book we ever read was written by white people and every character was always white. At the time I didn't even realize, and it wasn't until I got to Sixth Form and read one of my first books by a black author that I realised books could represent me and that I could be an author after all. There are so many subjects that I’ve never even dreamed of doing because I just assumed it wasn't available to me because I never saw any black role models.”
Her hands are shaking. She turns her camera off to have a deep breath and a drink of water. This is the first time she has shared something personal and knows it may make others uncomfortable. Even though it was scary, Ziwe is proud that she was honest about her experiences and feels empowered. Until…
“Well, I think now's a good time to send you into breakout rooms for your first task.”
Ziwe instantly regrets sharing and feels completely dismissed by her seminar group. She is already a member of DEC so brings this up in the next meeting where she is affirmed in her experience and given the opportunity to express how she feels about the way Sarah Trot made her feel.
How to use the
Reflective Questions
As you explore these case studies, we expect various reactions and questions will arise. Nurture your thoughts and allow for an emotive response - these stories are worthy of such. The questions you have may empower discourse, or personal reflection. Either way, we hope your brain is tingled! If you need a little spark of inspiration to get you thinking, here are some reflective questions. Utilise them liberally, letting your own experiences and ideals navigate your approach. We’d love to hear your thoughts - why not add them to our forum discussion?
Reflective Questions
1. What would have been a better way to encourage students to discuss race?
2. How can you make sure that discussions of race don’t fall onto the shoulders of your few BAME students?
3. What would have been the appropriate way to react to the student's story?
4. How can we encourage comfortable and open discussions when experiencing online learning?
5. Why can discussions about race be uncomfortable for students of all races?
6. What could the lecturer have done to manage some of the uncomfortable feelings - while also enabling additional discussion of this issue?