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reference to Arts in this report  released on 15th June 2022 and in the recommendations as spoken about in the House of Lords debates.

How can we use this report to influence change

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Successes
Set up of EDI Committee and Working groups to deliver our Becoming Anti Racist Action plan.

Race Equity Training Mandatory for all staff and offered to students as part of their orientation.
Inclusive Leadership Programme completed by 98% of the Senior Leadership Team

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Chimamanda Ngozi Adichie: The Danger of a Single Story | TED

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Staff Recruitment and advancement.

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Successes:
Support for the BAME staff network.

Improvements:
I haven’t seen a increase in the recruitment of people from the global majority in higher positions (or lower for that matter).

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General Commission on Religion and Race of The UMC

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Deconstructing White Privilege with Dr. Robin DiAngelo

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Embedding equality and diversity in the curriculum: an art and design practitioner’s guide

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Embedding equality and diversity in the curriculum: an art and design practitioner’s guide

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Kimberlé Crenshaw: The urgency of intersectionality

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Now more than ever, it's important to look boldly at the reality of race and gender bias -- and understand how the two can combine to create even more harm. Kimberlé Crenshaw uses the term "intersectionality" to describe this phenomenon; as she says, if you're standing in the path of multiple forms of exclusion, you're likely to get hit by both.

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examples of positive action role descriptors and job ads

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examples of positive action role descriptors and job ads

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that CHEAD brings in experts in EDI within the creative HEI sectors, for us to learn from (scaffolding the work our organisations are trying to do)

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Space and support for understanding and sharing

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Regular EDI working group meetings, esp at CHEAD conferences. Could include just support or paper and workshop presentations

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See My FACE: The missing race equality questions in higher education.

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See My FACE: The missing race equality questions in higher education.

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The report for the first presentation of the workshop

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Define and promote a question for the NSS on EDI and 'belonging', that we can encourage our home institutions to adopt, to be able to collect and share this data across member institutions

Space for sharing best practice, resources and contacts, especially on decolonisation/pluralisation of the curriculum

Support collaborative research projects

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Hopefully CHEAD EDI Network will result in sharing of best practice, resources and contacts/network of external facilitators/experts
Could lead to collaborative projects to enhance the student experience (and maybe to joint funded research projects)

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As with Q1, i.e. lack of inhouse expertise reliant on volunteers

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Successes

Rewriting job adverts with greater emphasis on inclusive language throughout, and theme of presentations at interview, resulted in greater number of applications and appointments of academics of colour

Integrating use of pronouns in the student records system and ability for students to update them

Working with students on developing our Trans policy

Improvements

Small team reliant on volunteers with no EDI department or officers

Roll out and capacity for staff development across a number of key areas, especially pluralisation of the curriculum

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As the current Sabbatical Officer the team, we understand and support the continued importance of interrogating the universities current thoughts and practices around critiques, with the goal of creating safe spaces for all students. Crits are seen as an integral part of the art school experience and have the potential to facilitate great discussions, learning and growth for students. For this reason, it is vital that we are committed to ensuring these spaces, that we've seen can be potentially harmful, are regulated and evolve for the better. As a team, we wanted to thank students for participating, and invaluably informing the research and subsequent paper the SU's Policy Team has produced. The paper considers some of the existing academic and practitioner-led literature around crits, articulating some of the problems with crits. It also shares the testimonies of students at UAL that Arts SU have collected, to illustrate the lived experiences of marginalised students who have encountered crits.
We are now in the process of presenting the research and our recommendations in university committees and working with the Teaching and Learning Exchange to review how crits are conducted at UAL.

Rachel Williams - Arts SU Education Officer

Read the full report here - Crits and Inclusive Learning at UAL Report

Arts SU, 1st Floor
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London, WC1V 7EY

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Charity Number: 1143161
VAT Number: GB126316730

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Powerful video on the Crit in art schools by students at RISD

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Powerful video on the Crit in art schools by students at RISD

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“The Room of Silence,” is a short documentary about race, identity and marginalization at the Rhode Island School of Design. Based on interviews conducted by myself and the campus organization Black Artists and Designers, this film contains well under a third of the stories we collected in March 2016, and an unknown fraction of the stories belonging to students we didn’t have a chance to meet with.

This video is meant to serve as a discussion tool and testimony on behalf of the growing student activist movement on our campus, and around the country. The video has been shown at faculty and departmental meetings, and its release online marks the next step in exposing these issues and fostering dialogue between students and school.

There are a lot of issues present in the extremely intersectional problem this video is attempting to tackle: issues that cannot and should not be simplified down and crammed into twenty minutes. Please consider this the first entry in a necessary conversation.

Update 6/26/20:

My senior year at RISD, I collaborated with the student group Black Artists and Designers (B.A.A.D.) to document the difficulties faced by students of color at predominantly white art schools. 

We released “The Room of Silence” to the community on social media. It spread across campus in a matter of minutes, raising support for a rally scheduled two days later ("Not Your Token”), and attracting the attention of local newspapers. It began a dialogue about race where previously there had only been frustrating silence. However, reports from students and faculty currently at RISD indicate that the school has taken no concrete steps to act on student demands. 

While I am responsible for shooting, cutting and hosting “The Room of Silence,” this project was fundamentally a collaboration. None of this would have been possible without the efforts of Olivia Stephens, Utē Petit, Chantal Feitosa, and the student organizers at B.A.A.D. You can listen to Chantal and I discuss the origins and impact of the project in Episode 676 of Bad at Sports, which was recorded live at Hauser & Wirth in Chelsea, NYC, on January 18, 2019.

Online, the film spread virally, and has been screened and included in curricula at art institutes for higher learning nationally and internationally, including University of the Arts London, MassArt, SAIC, and MICA. It has shown as part of national conferences on art and pedagogy, most recently the AICAD Diversity, Equity, and Inclusion Convening in November 2018, where the film was seen by faculty and students from over 30 schools.

Screening and reproduction of this film is free of charge. However, if you were moved by the piece or found it helpful, please consider compensating the organizers of “Not Your Token,” without whom this project would not exist:

Olivia Stephens, Venmo: @Olivia-Stephens-1

Utē Petit, Venmo: @BabeTone

Chantal Feitosa, Venmo: @cfeitosa

If attributing the work, please acknowledge the efforts of both B.A.A.D. and the organizers, in addition to myself. For example: 

“The Room of Silence,” 2016, dir. Eloise Sherrid, in collaboration with co-producers Olivia Stephens, Utē Petit, and Chantal Feitosa, and the organizing efforts of the student group Black Artists and Designers.”