Teaching Matters Edinburgh

In this Teaching Matters podcast series, produced by The Race Equality and Anti-Racist Sub-Committee (REAR) at The University of Edinburgh in collaboration with Teaching Matters, we hear from different academics at the University about what Decolonising the Curriculum means for them, and how they have put this into practice in their learning and teaching or research. They also share some readings that they have found useful.

In this episode, Johanna Holtan Co-Convenor of the Race Equality and Anti-Racist Sub-Committee (REAR) and Programme Director of the Mastercard Foundation Scholars Program talks to Dr Shadaab Rahemtulla, a Lecturer in Islam and Christian-Muslim Relations at the School of Divinity. He is also the Programme Director of the newly launched Masters in Islam and Christian-Muslim Relations. He argues that decolonisation is a conversation about power that consists in robbing knowledge of its so-called neutrality and innocence and understanding knowledge-production as located within a social context that is always filled with hierarchies and inequalities. In this humbling conversation, Dr Rahemtulla discusses how decolonising the curriculum is a reflexive exercise that those in power have a responsibility to practice.

Dr Shadaab Rahemtulla’s Recommendations:

• X, Malcolm and Alex Haley, The Autobiography of Malcolm X (1965):  https://www.penguin.co.uk/books/572/57282/the-autobiography-of-malcolm-x/9780141185439.html
• Rowland, Christopher (ed). The Cambridge Companion to Liberation Theology (2008): https://www.cambridge.org/core/books/cambridge-companion-to-liberation-theology/F500C9F34574087A4C4EA2658E89762B
• Rahemtulla, Shadaab. Qur’an of the Oppressed: Liberation Theology and Gender Justice in Islam (2018): https://global.oup.com/academic/product/quran-of-the-oppressed-9780198820093?cc=gb&lang=en&#
• “Decolonising Divinity: A Roundtable Discussion” (15 March 2021, New College, Uni of Edinburgh): https://www.youtube.com/watch?v=V-qy8eMkNrA

In this Teaching Matters podcast series, produced by The Race Equality and Anti-Racist Sub-Committee (REAR) at The University of Edinburgh in collaboration with Teaching Matters, we hear from different academics at the University about what Decolonising the Curriculum means for them, and how they have put this into practice in their learning and teaching or research. They also share some readings that they have found useful.

In this episode, Professor Emerita Rowena Arshad, Chair in Multicultural and Anti-Racist Education talks to Ayanda Ngobeni a Law Student at The University of Edinburgh, Black and Ethnic Minority Liberation Campaign Officer and Mastercard Foundation Scholar African Leadership Academy Alum (Class of 2016).

Ayanda Ngobeni’s Recommendations:

• Angelou, Maya. “Still I Rise.” Making Literature Matter: An Anthology for Readers and Writers, edited by John Schilb and John Clifford, 7th ed., Bedford/St. Martin’s, 2020, pp. 127-131

Welcome to this podcast series produced by The Race Equality and Anti-Racist Sub-Committee (REAR) at The University of Edinburgh in collaboration with Teaching Matters where we hear from different academics at the University about what Decolonising the Curriculum means for them and how they have put this into practice in their learning and teaching or research. They also share some readings they have found useful.

In this episode, Dr Gwenetta Curry, a lecturer in Race, Ethnicity, and Health in the Usher Institute discusses with Prof Rowena Arshad about decolonising the curriculum as a practice that consists of acknowledging the racist history of certain disciplines. Trained as a medical sociologist, Dr Curry endeavours to embed issues of race and racism within the medical training programme at the Usher’s institute. Her role ranges from redesigning course material to include the lens of race and racism, to delivering webinars for the NHS to raise awareness about how systemic racism impacts patient care. In this engaging conversation, Dr Curry reminds of the importance of questioning the power dynamics that underlie various forms of knowledge-making.

If you are interested in contributing a podcast to this series, please get in touch with Emily Sena ([email protected]) or Johanna Holtan ([email protected]), co-convenors of the Race Equality and Anti-Racist Sub-Committee.

Dr Gwenetta Curry’s Reading Recommendations:

• Fanon, Frantz Black Skin White Masks New York : Grove Press, Inc., (1952, 1967)
• Fanon, Frantz The Wretched of the Earth New York: Grove Press, (1968)
• Curry, Tommy J. Decolonizing the Intersection: Black Male Studies as a Critique of Intersectionality’s Indebtedness to Subculture of Violence Theory in Critical Psychology Praxis: Psychosocial Non-Alignment to Modernity/Coloniality (Advances in Theoretical and Philosophical Psychology Series) (pp.132-154) Chapter Eleven, Publisher: Routledge
• Curry, Tommy J. The Derelictical Crisis of African American Philosophy: How African American Philosophy Fails to Contribute to the Study of African-Descended People. Journal of Black Studies. 2011, 42(3):314-333
• Ladner, Joyce A. The Death of White Sociology (1973)

In this episode, Rachel Hunt, a lecturer in Geohumanities, Clare Barnes, an Interdisciplinary Lecturer in Sustainable Livelihoods and Gabrielle King, a research assistant in Geosciences and supporter of widening participation, introduce their research on inclusive culture within the School of Geosciences. This episode accompanies our July-August ‘Hot Topic’: “Lessons from the Learning and Teaching Conference 2021“.

Which experiences leave students feeling like they belong, and which leave them feeling excluded? Rachel, Claire, and Gabrielle's ongoing research involves asking students to reflect on moments of inclusion and exclusion, aiming to better understand and improve widening participation interventions.  In their presentation, they stitch together student testimonials to provide their data in narrative form, allowing the listener to hear stories of belonging and exclusion throughout the university experience.  These stories can help us better understand student belonging, making this episode an essential listen for anyone in the teaching and learning environment. 

Timestamps:

2:03 - Eric's episode-specific introduction 

5:40 - Beginning of student testimonials in narrative form

12:35 - Rachel, Claire and Gabriel's recommendations on widening participation from their research

Music featured is Longest Year by Scott Holmes Music, and otherwise provided by Tunesounds. 

In this episode, Dr. Michael Daw, Director of Quality in the Deanery of Biomedical Sciences, continues discussing his analysis of marking schemes and assessment styles, particularly addressing why it using the full range of marks might be something to strive for. This episode accompanies our July-August ‘Hot Topic’: “Lessons from the Learning and Teaching Conference 2021“.

Do the assessments we prepare for students allow them to fully showcase what they've learned? Do marking schemes affect the distribution of marks?  And what kind of assessments lead to, or don't lead to, the full range of marks? 

Today's episode, the fourth of our Learning and Teaching Conference series, features Dr. Michael Daw, Director of Quality in the Deanery of Biomedical Sciences.  Michael's presentation from the conference, "The unintended consequences of approaches to marking and assessment & supporting criteria-based marking", caught our eye with its counterintuitive findings of marking schemes and assessment styles, along with Michael's commitment towards an evidence-based approach towards advising course organizers. 

In this episode, Michael discusses what drew him to this analysis and showcases a few of his findings. The conversation then expands, introducing the idea of 'marking culture' within schools with Michael offering a few of his personal experiences.  He also speaks about contextual marking and how different styles of assessment generally achieve different outcomes, at least in regards to the range of marks.  This conversation begs the question: does your assessment really discriminate learning attainment?  And if it doesn't, perhaps Michael's analysis can help steer you in the right direction. 

This episode is part one of our conversation with Michael, with part two coming next week, which will entertain the question: why might it be beneficial to use the full range of marks?  Is there anything wrong with using a narrow range of marks?  

Timestamps

2:02 - Episode specific introduction and Michael on what drew him to this analysis

8:30 - Michael on some of his counterintuitive findings, and why marking schemes may not affect distribution of marks as much as initially thought

15:28 - Michael on marking culture, assessment styles and authentic vs non-authentic assessment

Is there a 'hidden curriculum' which is working against working-class students? Dr. Neil Speirs, a Widening Participation manager, practitioner and researcher at The University of Edinburgh, introduces the concept of the hidden curriculum, how we may be complicit in it, and what we can do about it. His call to action is compelling, inspiring, and maybe most importantly, actionable for anyone in the university environment, making this an essential listen for teachers and learners everywhere. This episode accompanies our July-August 'Hot Topic': “Lessons from the Learning and Teaching Conference 2021“.

Timestamps: 

2:02 - Episode specific introduction and Neil on the role of hidden subtexts and habitus on the university experience

8:30 - Neil on education being inherently political, Paulo Friere, and the role of doxa and illusio in the hidden curriculum 

16:10 - Neil on how we can individually address the injustice of the hidden curriculum, and the Freirean notion of conscientization

22:08 - Neil on his personal experiences with working-class students and episode conclusions

In this episode, Dr. Nini Fang, lecturer in Counselling, Psychotherapy and Applied Social Sciences and Associate Director for the Centre of Creative-Relational Inquiry at The University of Edinburgh, shares her tumultuous, personal experience delivering classes on racism and colonisation at an English university. This episode accompanies our July-August 'Hot Topic': “Lessons from the Learning and Teaching Conference 2021“.

In the second episode of our Learning and Teaching Conference series, Nini Fang gives an intimate retelling of her experience getting in trouble as a University Lecturer after delivering sessions on racism and decolonisation on a Difference and Diversity course. Her story poses large questions. What role does endurance play in an antiracist curriciulum? How does one walk the line of educating students on decolonisation and antiracism when these lessons may recontextualise some students’ identity while being familiar and deeply personal to other students? And how does one manage the divide that may emerge from these differing dispositions?

This episode serves as a rare behind-the-scenes look at the experience of a University Lecturer attempting to get collaborative reflection about racism and colonisation, and the unjust fallout which results. At Teaching Matters, we celebrate Nini sharing her story at the 2021 Learning and Teaching Conference and appreciate her allowing it to be translated into this gripping podcast episode.

Nini's story begins at 3:10.

This episode accompanies our July-August 'Hot Topic': “Lessons from the Learning and Teaching Conference 2021“.

In what has the student experience changed such that needs outmatch support? What skills do recent Edinburgh graduates consider most valuable? How do we model an ‘Edinburgh Graduate’ without sacrificing diversity and individuality? These questions are addressed by the Curriculum Transformation Programme Board in this exciting premiere of our Learning and Teaching Conference series.  

Members of the board Colm Harmon, Vice-Principal of Students, Richard Andrews, Head of Moray House School of Education and Sport, Iain Gordon, Head of School of Mathematics, and Lisa Kendall, Director of Academic and Student Administration for CAHSS, peel back the curtain on the Curriculum Transformation Programme and the future of the student experience.

This episode serves as an introduction to the Curriculum Transformation Programme for those unfamiliar and a holistic update for those who are.  We hope you enjoy the panel's insights and look forward to bringing more insights from the Learning and Teaching Conference next week!

Timestamps

3:15 – Colm Harmon on the landscape of the modern student experience, the role of the university in student development, and mentality for transformation

13:20 – Richard Andrews on perceptions of the ‘Edinburgh Graduate’

16:50 – Ian Gordon on curriculum transformation from a college’s perspective and deconstruction of ‘curriculum’ and ‘transformation’

21:15 – Lisa Kendall on goals for transformation, student wellbeing and streamlining pathways

Transcript

Cathy Bovill and Cherie Woolmer's paper, "How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum"

This episode accompanies our "EUSA Teaching Awards 2021 Podcast Series".

In this episode, Grace, a final-year Religious Studies Student, sits down with Judy Harley, Dean of Learning and Teaching for the College of Science and Engineering, and Elizabeth Bomberg, a Professor of Environmental Politics at the School of Social and Political Science, to discuss their nominations for the Edinburgh Teaching Awards.

Judy, Elizabeth, and Grace entertain thought-provoking questions in their reflection. Have we changed our approach for this year? Is there a typical day in academia, online or in-person? What aspects of our old routines have we surprisingly missed? And of course, what will we be taking forward from this year?  In fluid conversation, Judy and Elizabeth bounce between relatable anecdotes from the past year and helpful insights.  They connect over the themes of connection and engagement while discussing the ways they've prioritized these themes in the online world. We hope you enjoy their conversation and continue your personal reflections as we inch closer to the next academic year.