Activism, Publications, Workshops

Launch of the BARC Workshop Guide

Too often anti-racist discourse in the academy is dominated by abstract discussions and theoretical approaches. However, the very nature of anti-racism demands proactive and conscious efforts to work against the multidimensional structures of racism. 

For this reason, over the last six months, members of our collective – Sadhvi Dar, Angela Martinez Dy, and Deborah Brewis – have been working with student organiser Niroshnee Ranjan to create a practical guide to running your own anti-racist workshops. This guide is our contribution to help create intentional and proactive anti-racist work around the world, for the higher education context in particular. In it, you will find workshop modules that we also designed and facilitated. Drawing on our experiences of collectivising and community building, we offer the guide to support anti-racist scholars, students and practitioner communities in their own anti-racist journeys.

This guide provides comprehensive information about the different sessions you can run, how you can prepare for your workshop, our take on compensation for anti-racist labour, and so much more! The structure of the guide itself mirrors that of a workshop: beginning with guiding principles and frameworks, moving into activities, and then encouraging reflections. This guide also provides insight into logistical issues such as participant registration and welcome packs.

At the heart of this guide lies the importance of collective learning and community development. Relatively small interactions in our own communities teach us the skills needed to shape systemic change, and transform the world around us (brown, 2017). Therefore, we recommend that you undertake these sessions with a group of individuals as opposed to on your own.

In solidarity and struggle,

The BARC Collective, with Niroshnee Ranjan

Creative Commons Copyright © Building the Anti-Racist Classroom 2021

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

You are free to:
• Share — copy and redistribute the material in any medium or format
• Adapt — remix, transform, and build upon the material
• The licensor cannot revoke these freedoms as long as you follow the license terms.

Under the following terms:
• Attribution — You must give appropriate credit, provide a link to the license, and
indicate if changes were made. You may do so in any reasonable manner, but not
in any way that suggests the licensor endorses you or your use.
• NonCommercial — You may not use the material for commercial purposes.
• No additional restrictions — You may not apply legal terms or technological
measures that legally restrict others from doing anything the license permits.

How to cite this publication: Building the Anti Racist Classroom (2021).
Workshop Guide. Accessed at: https://barcworkshop.org/workshop-guide/

References

brown, adrienne maree (2017) Emergent Strategy: Shaping Change, Changing Worlds. Chico: AK Press.

Activism, Testimonials

Training for change: The issues with current EDI training

Guest blog post by Rhianna Garrett, MA student in Technology, Creativity and Thinking in Education at University of Exeter

Despite universities’ efforts to create more equal spaces, students are still experiencing racism and discrimination on a daily basis. To attempt to tackle this issue, I decided to create a student-led anti-racism project titled ‘Active Together’, which aims to promote conversations about race in sports clubs and societies. My team and I chose to focus on sports, as we want to show students that issues of racism penetrate not just education but also leisure activities. We have been working alongside the Student Guild and Athletics Union and the University of Exeter to improve current equality, diversity, and inclusivity (EDI) training, increasing awareness and promoting actionable change among the student community. Through these experiences, we have learned that intersectionality is crucially important to ensuring this training is effective. However, intersectionality is also incredibly complex to situate and explain in a short amount of time, which has become increasingly challenging as studies suggest that it is most effective to avoid 2-hour training sessions and work towards a slower introduction to information. Therefore, we need to start asking different questions. We need to stop asking if we have the training, and start asking what the training is achieving? Are we getting results? What results do we want? What is our end goal?

Active Together aims to investigate unconventional forms of training that evoke emotion and action and has been heavily inspired by Building the Anti-Racist Classroom (BARC). BARC offers a unique workshop to gather individuals interested in anti-racist pedagogy. Gamification methods are utilised – using game elements in non-game contexts – to promote change and challenge racism, asserting the student voice/experience as the main narrative. BARC encouraged us to think of new and creative methods to engage students in anti-racist activism and question the training that is currently in place. Training sessions like this are more meaningful experiences that help students retain what they have learned in the long-term, rather than implementing training systems for performative reasons.

As part of our project, Active Together aims to provide a suitable external training facilitator that matched our educational aims. We met with many interesting companies who all had different approaches to anti-racist training. The company Change Makers UNLTD offered us a huge amount of personal support, giving us advice on what training should include and validating our goals. Their company aims to create personalised training sessions depending on the goals of the customer. Another personalised training company we found was Equality and Diversity UK, who took a more systematic approach and tailored their sessions to the needs of the participants, the demographic of the group, and focused on the 2010 Equality Act. These amazing facilitators stress the importance of ongoing education and the significance of intersectionality. One of our project recommendations is for the University to research these new options and work to create more personalised training sessions based around what students need.

For my master’s dissertation, I was unsure about whether or not it was possible for me to use games as a way to engage people in the EDI training model I had created, until I discovered BARC. BARC created the Student Journey Game, which uses real student experiences to promote empathetic learning in a creative way and made me realise it was a possibility to combine my love of gamification with the project I had created.

I took the information that BARC offered (the student experiences, the themes, the background stories) and inserted them into a Dungeons and Dragons-style (D&D) facilitated discussion. This offered dice rolling-scenarios, storylines, discussion roles, action points, badge rewards and many other gamification elements to make not only an informing, but also fun experience for students. My main goal from this project is to make students excited to attend their EDI training sessions, rather than continue to feel the negative connotations training is attached to. By using this D&D model, it encourages an on-going adventure, much like the Student Journey Game, to promote a life-long dedication to constantly learning about issues relating to EDI. We also suggest creating a larger community of students and staff to discuss what training asynchronously and synchronously is needed and encourage those involved to act. We have taken inspiration from BARC and realised the importance of using real student examples of racism in their daily lives to represent how racism is not an invisible, abstract concept but a covert, systematic form of oppression that produces traumatic experiences for many.

From a small blog post, a small project, and three students, we have seen the power the student voice can have. We imagine a university where all students co-create anti-racist projects in their sports clubs and societies and make it a part of daily life. We imagine students getting excited to attend their EDI training sessions.

Spreading the burden is essential. This work isn’t easy, but if students and staff came together to spread the burden and recognise the work it truly requires, we believe there is a chance of creating more inclusive spaces.

Please feel free to contact us with any information on your personal training, or what you believe needs to be improved upon. Email us, or message our Instagram/Twitter/Facebook @ATogetherexeter. Or, if you wish to discuss further research collaborations then you can contact myself by email or on Twitter.