Skip to content
1981
The Decolonization of Arts Education
  • ISSN: 1474-273X
  • E-ISSN: 2040-0896

Abstract

This article outlines three actions for the supervisor, student and examiner to introduce a level of anti-racist consciousness in the journey of the Fine Art Ph.D. The steps are intended as ‘warm-ups’ within and towards more comprehensive, longer term strategies for individuals, departments, faculties and universities, to nurture communities of anti-racist researchers and make UK HE anti-racist. Change takes time, negotiations are unfolding and my brushstrokes are broad. But if the heart of any Ph.D. endeavour is about the development of critical insight, not just by the student into a knowledge area or problem, but about their own position as autonomous researchers, not just within their fields but the wider HE sector and beyond, an anti-racist agenda must be integral. I wish to critique my own position as a non-White researcher who has signed up to the neo-liberal, ‘post-race’ university. I welcome feedback, and seek to lay the ground for further work by myself and others. This is my call for researchers in Fine Art and UK HE at large to step up.

Loading

Article metrics loading...

/content/journals/10.1386/adch_00029_1
2021-04-01
2025-02-09
Loading full text...

Full text loading...

/deliver/fulltext/adch/20/1/adch.20.1.49.html?itemId=/content/journals/10.1386/adch_00029_1&mimeType=html&fmt=ahah

References

  1. AdvanceHE ( 2019;), ‘ Equality in higher education: Statistical report 2019. ’, https://www.advance-he.ac.uk/knowledge-hub/equality-higher-education-statistical-report-2019. Accessed 12 March 2021.
  2. Ahmed, Sara. ( 2007;), ‘ A phenomenology of whiteness. ’, Feminist Theory, 8:2, pp. 14968.
    [Google Scholar]
  3. Amran, Najah Nadiah, and Ibrahim, Rozita. ( 2011;), ‘ Academic rites of passage: Reflection on a PhD journey. ’, Procedia - Social and Behavioral Sciences, 59, pp. 52834, https://www.academia.edu/21893926/Academic_Rites_of_Passage_Reflection_on_a_PhD_Journey. Accessed 12 March 2021.
    [Google Scholar]
  4. Annetts, Deborah. ( 2018;), ‘ Arts risk becoming the preserve of the elite once again. ’, The Telegraph, 18 April, https://www.telegraph.co.uk/education/2018/04/18/arts-risk-becoming-preserve-elite/. Accessed 12 March 2021.
    [Google Scholar]
  5. BBC News ( 2020;), ‘ Drama school ex-head apologises for racist remarks. ’, BBC News, 12 June, sec. Entertainment & Arts;, https://www.bbc.com/news/entertainment-arts-53027976. Accessed 12 March 2021.
    [Google Scholar]
  6. Berg, Lawrence,, Huijbens, Edward, and Larsen, Henrik. ( 2016;), ‘ Producing anxiety in the neoliberal university. ’, Canadian Geographer / Le Géographe Canadien, 60, https://doi.org/10.1111/cag.12261. Accessed 12 March 2021.
    [Google Scholar]
  7. Bhopal, Kalwant. ( 2015;), ‘ The experiences of black and minority ethnic academics. ’, Runnymede: Intelligence for a Multi-Ethnic Britain, 17 July, https://www.runnymedetrust.org/blog/the-experiences-of-black-and-minority-ethnic-academics. Accessed 12 March 2021.
    [Google Scholar]
  8. Bhopal, Kalwant. ( 2020;), ‘ White female academics are being privileged above women – and men – of colour. ’, The Guardian, 28 July, sec. Education, http://www.theguardian.com/education/2020/jul/28/uks-white-female-academics-are-being-privileged-above-women-and-men-of-colour. Accessed 12 March 2021.
    [Google Scholar]
  9. Cargle, Rachel Elizabeth. ( 2018;), ‘ When feminism is white supremacy in heels. ’, Harper’s BAZAAR, 16 August, https://www.harpersbazaar.com/culture/politics/a22717725/what-is-toxic-white-feminism/. Accessed 12 March 2021.
    [Google Scholar]
  10. Cascone, Sarah. ( 2018;), ‘ Fine arts majors have the worst job prospects in the US, says a new study. ’, Artnet News, 12 September, https://news.artnet.com/art-world/art-majors-worst-job-prospects-us-1347035. Accessed 12 March 2021.
    [Google Scholar]
  11. Choudhry, Iqra. ( 2019;), ‘ Opinion: Academic spaces have a problem with racism – no wonder PhD students are quitting. ’, The Independent, 8 July, https://www.independent.co.uk/voices/academic-racism-university-cambridge-n-word-priyamvada-gopal-a8993016.html. Accessed 12 March 2021.
    [Google Scholar]
  12. DiAngelo, Robin. ( 2018), White Fragility: Why It’s So Hard for White People to Talk About Racism, Boston, MA:: Beacon Press;.
    [Google Scholar]
  13. Equality and Human Rights Commission ( 2019;), ‘ Tackling racial harassment: Universities challenged report. ’, October, https://www.equalityhumanrights.com/sites/default/files/tackling-racial-harassment-universities-challenged.pdf. Accessed 12 March 2021.
  14. Fox, Lewis. ( 2020;), ‘ BLM and Slade school of fine art. ’, 17 June, https://www.facebook.com/groups/5947426291/permalink/10156982364511292/. Accessed 12 March 2021.
  15. Gill, Paul, and Burnard, Philip. ( 2008;), ‘ The student–supervisor relationship in the PhD/doctoral process. ’, British Journal of Nursing, 17, pp. 66871, https://doi.org/10.12968/bjon.2008.17.10.29484. Accessed 12 March 2021.
    [Google Scholar]
  16. Goh, Annie. ( 2020;), J oining comrades on the virtual picket line today to tell @GoldsmithsUoL & @FCorner to prioritize their precarious staff who do important, but scandalously under appreciated, work for the Uni. almost 500 jobs at stake, disproportionately BAME Staff #saveourjobs @CleanersFor. ’, Twitter, 18 June, https://twitter.com/annie_goh/status/1273595536596250633. Accessed 12 March 2021.
    [Google Scholar]
  17. Goldsmiths College Fine Art Alumni ( 2020;), ‘ Sign the petition. ’, Change.Org, https://www.change.org/p/make-goldsmiths-university-art-department-accountable-for-systemic-racism-and-extend-bame-contracts. Accessed 12 March 2021.
    [Google Scholar]
  18. Grant, Barbara. ( 2003;), ‘ Mapping the pleasures and risks of supervision. ’, Discourse: Studies in the Cultural Politics of Education, 24:2, pp. 17590.
    [Google Scholar]
  19. Grove, Jack. ( 2014;), ‘ How is austerity impacting on Europe’s universities?. ’, Times Higher Education (THE), 23 October, https://www.timeshighereducation.com/news/how-is-austerity-impacting-on-europes-universities/2016464.article. Accessed 12 March 2021.
    [Google Scholar]
  20. GSATruth ( 2020;), ‘ GSA truth (@gsatruth). ’, Instagram, https://www.instagram.com/gsatruth/. Accessed 12 March 2021.
    [Google Scholar]
  21. Hemley, Matthew. ( 2020;), ‘ RADA admits institutional racism and vows to address students’ 100-page plan. ’, The Stage, 2 July, https://www.thestage.co.uk/news/rada-admits-institutional-racism-and-vows-to-address-students-100-page-plan. Accessed 12 March 2021.
    [Google Scholar]
  22. Hodgson, David. ( 2020;), ‘ Helping doctoral students understand PhD thesis examination expectations: A framework and a tool for supervision. ’, Active Learning in Higher Education, 21:1, pp. 5163.
    [Google Scholar]
  23. Inc Arts UK ( 2020;), ‘ Inc arts UK: #BAMEOver – a statement for the UK. ’, https://docs.google.com/document/d/e/2PACX-1vQkg5IIoeAqMjMF6VW-eIEtEUEgK3GLudW1meE2DILbJPZYPiP0dO3Qwx6YVxBFxOhI1KEp5swpok80/pub. Accessed 12 March 2021.
  24. Ives, Glenice, and Rowley, Glenn. ( 2005;), ‘ Supervisor selection or allocation and continuity of supervision: Ph.D. students’ progress and outcomes. ’, Studies in Higher Education, 30:5, pp. 53555.
    [Google Scholar]
  25. Johnson, David W., and Johnson, Roger T.. ( 2015;), ‘ Constructive controversy: Teaching students how to think creatively. ’, in A. Vollmer,, M. Dick, and T. Wehner. (eds), Konstruktive Kontroverse in Organisationen: Konflikte bearbeiten, Entscheidungen treffen, Innovationen fördern (uniscope. Publikationen der SGO Stiftung), Wiesbaden:: Springer Fachmedien;, pp. 5987, https://doi.org/10.1007/978-3-658-00263-3_4. Accessed 12 March 2021.
    [Google Scholar]
  26. Khomami, Nadia, and Watt, Holly. ( 2017;), ‘ Cambridge student accuses telegraph of inciting hatred in books row. ’, The Guardian, 26 October, http://www.theguardian.com/education/2017/oct/26/cambridge-student-accuses-telegraph-of-inciting-hatred-in-books-row. Accessed 12 March 2021.
    [Google Scholar]
  27. Laryea, Rosemary. ( 2020;), ‘ BBC Radio 4 – Africa united in Manchester. ’, BBC, https://www.bbc.co.uk/programmes/m000ptb5. Accessed 20 May 2021.
    [Google Scholar]
  28. Latham, Alan, and Syng Tan, Kai. ( 2017;), ‘ Running into each other: Run! Run! Run! A Festival and a collaboration. ’, April, https://journals.sagepub.com/doi/abs/10.1177/1474474017702511. Accessed 12 March 2021.
  29. Leading Routes ( 2019;), ‘ The broken pipeline – Barriers to black PhD students accessing research council funding. ’, https://leadingroutes.org/the-broken-pipeline. Accessed 12 March 2021.
  30. Lee, Anne. ( 2008;), ‘ How are doctoral students supervised? Concepts of doctoral research supervision. ’, Studies in Higher Education, 33:3, pp. 26781.
    [Google Scholar]
  31. Lotz-Sisitka, Heila,, Wals, Arjen EJ,, Kronlid, David, and McGarry, Dylan. ( 2015;), ‘ Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction. ’, Current Opinion in Environmental Sustainability, 16, pp. 7380.
    [Google Scholar]
  32. Lusted, David. ( 1986;), ‘ Why pedagogy?. ’, Screen, 27:5, pp. 216.
    [Google Scholar]
  33. Manchester Metropolitan University ( 2019;), ‘ Guidelines on the examination of postgraduate research degrees. ’, https://www.mmu.ac.uk/media/mmuacuk/content/documents/graduate-school/regs-handbook-and-key-documents/Guidelines-on-the-Examination-of-Postgraduate-Research-Degrees-V1-1.pdf. Accessed 12 March 2021.
  34. Manchester Metropolitan University ( 2020;), ‘ PAC@75: Universities mark 75th anniversary of Manchester’s role in African independence movement. ’, Manchester Metropolitan University, https://www.mmu.ac.uk/news-and-events/news/story/?id=13003. Accessed 12 March 2021.
    [Google Scholar]
  35. Marcelline, Marco. ( 2020;), ‘ The art school students exposing university racism on Instagram. ’, Dazed, 14 July, https://www.dazeddigital.com/life-culture/article/49791/1/art-school-students-glasgow-london-exposing-racism-uk-university-instagram. Accessed 12 March 2021.
    [Google Scholar]
  36. Marshall, The University of Salford ( 2020;), ‘ Vice-chancellor pledges to take action. ’, University of Salford;, 9 June, https://beta.salford.ac.uk/news/vice-chancellor-pledges-take-action. Accessed 20 May 2021.
    [Google Scholar]
  37. McCallin, Antoinette, and Nayar, Shoba. ( 2012;), ‘ Postgraduate research supervision: A critical review of current practice. ’, Teaching in Higher Education, 17:1, pp. 6374.
    [Google Scholar]
  38. McCormack, Coralie. ( 2005;), ‘ Is non‐completion a failure or a new beginning? Research non‐completion from a student’s perspective. ’, Higher Education Research & Development, 24:3, pp. 23347, https://doi.org/10.1080/07294360500153968. Accessed 12 March 2021.
    [Google Scholar]
  39. Meyer, Jan H. F.,, Shanahan, Martin P., and Laugksch, Rüdiger C.. ( 2005;), ‘ Students’ conceptions of research. I: A qualitative and quantitative analysis. ’, Scandinavian Journal of Educational Research, 49:3, pp. 22544.
    [Google Scholar]
  40. Montserrat, Jade,, Wee, Cecilia, and Gamaker, Michelle Williams. ( 2020;), ‘ “We need collectivity against structural and institutional racism in the cultural sector. ”’, ArtsProfessional, 24 June, https://www.artsprofessional.co.uk/magazine/article/we-need-collectivity-against-structural-and-institutional-racism-cultural-sector. Accessed 12 March 2021.
    [Google Scholar]
  41. Morgan, Winston. ( 2016;), ‘ Why is my professor still not black?. ’, Times Higher Education (THE), 14 March, https://www.timeshighereducation.com/blog/why-my-professor-still-not-black. Accessed 12 March 2021.
    [Google Scholar]
  42. Music in Detention ( 2020;), ‘ Our trustees and committee members. ’, https://www.musicindetention.org.uk/about/our-trustees-and-committee-membe/. Accessed 12 March 2021.
  43. Neal, Sarah. ( 1998), The Making of Equal Opportunities Policies in Universities, Philadelphia, PA:: Open University Press;.
    [Google Scholar]
  44. Neal, Will. ( 2019;), ‘ Cambridge university assigns white academic to look at slavery links. ’, The Guardian, 3 May, sec. Education, http://www.theguardian.com/education/2019/may/03/cambridge-university-assigns-white-academic-to-look-at-its-slavery-links. Accessed 12 March 2021.
    [Google Scholar]
  45. Seagram, Belinda,, Crawford, Judy Gould, and Pyke, Sandra W.. ( 1998;), ‘ An investigation of gender and other variables on time to completion of doctoral degrees. ’, Research in Higher Education, 39:3, pp. 31935.
    [Google Scholar]
  46. Seresin, Indiana. ( 2019;), ‘ Withdrawal statement. ’, Medium, 24 June, https://medium.com/@indianaseresin/withdrawal-statement-56f7411b48b1. Accessed 12 March 2021.
    [Google Scholar]
  47. Sian, Katy P.. ( 2019), Navigating Institutional Racism in British Universities, London:: Palgrave Macmillan;.
    [Google Scholar]
  48. The Slade School of Fine Art ( 2020;), ‘ Slade statement on institutional racism. ’, 22 July, https://www.ucl.ac.uk/slade/news/2020/07/slade-statement-on-institutional-racism. Accessed 12 March 2021.
  49. Starkey, Joy. ( 2013;), ‘ History of art: A degree for the elite?. ’, The Guardian, 9 January, sec. Education, http://www.theguardian.com/education/2013/jan/09/history-of-art-a-degree-for-the-elite. Accessed 12 March 2021.
    [Google Scholar]
  50. Tan, Kai Syng. ( 2002;), ‘ Islandhopping, conflict, difference, meaning, live-ness. ’, http://kaisyngtan.com/tokyo/. Accessed 12 March 2021.
  51. Tan, Kai Syng. ( 2016;), ‘ Productive antagonisms: Working with and through difference. A student-centred teaching approach via practice-based research and live projects. ’, York:: Senior Fellowship Higher Education Academy;.
    [Google Scholar]
  52. Tan, Kai Syng. ( 2018;), ‘ An exploration of running as metaphor, methodology, material through the RUN! RUN! RUN! Biennale #r3fest 2016. ’, Sport in Society, 1–17 February, https://doi.org/10.1080/17430437.2018.1430488. Accessed 12 March 2021.
    [Google Scholar]
  53. Tan, Kai Syng. ( 2019a;), ‘ Effecting change in perspective is a challenging (and hence critical) endeavour. ’, BMJ Blogs: Medical Humanities, 15 May, https://blogs.bmj.com/medical-humanities/2019/05/15/effecting-change-in-perspective-is-a-challenging-and-hence-critical-endeavour/. Accessed 20 May 2021.
    [Google Scholar]
  54. Tan, Kai Syng. ( 2019b;), ‘ Too much/not enough: Neurodiversity and cultural production. ’, Backdoor Broadcasting Company;, https://backdoorbroadcasting.net/2019/05/too-muchnot-enough-neurodiversity-and-cultural-production/. Accessed 19 June 2019.
    [Google Scholar]
  55. Tan, Kai Syng. ( 2020a;), ‘ Catalysing change through artful agitation: Part I: Be  ill-disciplined. ’, performance-lecture commissioned by Contact Theatre and Performingborders;, 19 September.
    [Google Scholar]
  56. Tan, Kai Syng. ( 2020b;), ‘ TRANSCRIPT: 10 reasons to collaborate with neurodiverse & creative allies. ’, Artists Information Blog, 20 March, https://www.a-n.co.uk/blogs/transcript-10-reasons-to-collaborate-with-neurodiverse-creative-allies/. Accessed 20 May 2021.
    [Google Scholar]
  57. Tan, Kai Syng. ( 2020c;), ‘ Cat(Suit)s and caring in the time of COVID-19. ’, Unlimited, 26 March, https://weareunlimited.org.uk/catsuits-and-caring-in-the-time-of-covid-19/. Accessed 20 May 2021.
    [Google Scholar]
  58. Tan, Kai Syng. ( 2020d;), ‘ Novel viruses require artful solutions. ’, Royal Society of the Arts Blog, 26 May, https://www.thersa.org/discover/publications-and-articles/rsa-comment/2020/05/novel-viruses-require-artful-solutions. Accessed 20 May 2021.
    [Google Scholar]
  59. Tan, Kai Syng. ( 2020e;), ‘ What could a neurodiversity-led 2050 look like?. ’, Performance-lecture, https://www.academia.edu/43602890/2020_What_could_a_neurodiversity-led_2050_look_like_Royal_Society_of_Arts_. Accessed 20 May 2021.
    [Google Scholar]
  60. Tan, Kai Syng, and Asherson, Philip. ( 2018;), ‘ How “lofty” art can help the medical world reimagine mental health. ’, The Conversation, 31 October, http://theconversation.com/how-lofty-art-can-help-the-medical-world-reimagine-mental-health-105689. Accessed 20 May 2021.
    [Google Scholar]
  61. Tan, Kai Syng, and Dhital, Ranjita. ( 2020;), ‘ Neurodiversity list at WWW.JISCMAIL.AC.UK. ’, https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=NEURODIVERSITY. Accessed 20 May 2021.
  62. Tan, Kai Syng, and Northey, Tom. ( 2020;), ‘ Artful leadership against a clever virus. ’, ArtsProfessional, 18 June, https://www.artsprofessional.co.uk/magazine/article/artful-leadership-against-clever-virus. Accessed 20 May 2021.
    [Google Scholar]
  63. Tan, Kai Syng, and Northey, Tom. ( 2021;), ‘ Anti racist productive antagonisms. ’, Clore Leadership, https://www.cloreleadership.org/diversity-equality-inclusion. Accessed 20 May 2021.
    [Google Scholar]
  64. Tan, Kai Syng, and Tan, Chin Hwee. ( 2020;), ‘ Let’s take numbers out of the equation for the “new normal”. ’, The Manila Times, 16 July, https://www.manilatimes.net/2020/07/16/opinion/columnists/lets-take-numbers-out-of-the-equation-for-the-new-normal/742319/. Accessed 20 May 2021.
    [Google Scholar]
  65. Tate, Shirley Anne, and Bagguley, Paul. ( 2017;), ‘ Building the anti-racist university: Next steps. ’, Race Ethnicity and Education, 20:3, pp. 28999.
    [Google Scholar]
  66. UALTruth ( 2020;), ‘ UAL truth (@ualtruth). ’, Instagram, https://www.instagram.com/ualtruth/. Accessed 20 May 2021.
    [Google Scholar]
  67. UKCGE ( 2019;), ‘ Access & participation of Black, Asian and minority ethnicities in UK postgraduate research – policy briefing. ’, http://www.ukcge.ac.uk/article/bame-pgr-access-participation-459.aspx. Accessed 20 May 2021.
  68. UKRI ( 2020;), ‘ UKRI publishes ethnicity analysis of funding applicants and awardees – UKRI. ’, https://www.ukri.org/news/ukri-publishes-ethnicity-analysis-of-funding-applicants-and-awardees/. Accessed 20 May 2021.
  69. UK Standing Committee for Quality Assessment ( 2018;), ‘ UK quality code for higher education advice and guidance: Research degrees. ’, https://www.qaa.ac.uk/docs/qaa/quality-code/advice-and-guidance-research-degrees.pdf. Accessed 20 May 2021.
  70. Vitae ( 2011;), ‘ Vitae researcher development framework (RDF) 2011. ’, https://www.vitae.ac.uk/vitae-publications/rdf-related/researcher-development-framework-rdf-vitae.pdf/view. Accessed 20 May 2021.
  71. Watt, Diana. ( 2017;), ‘ Dealing with difficult conversations: anti-racism in youth & community work training. ’, Race Ethnicity and Education, 20:3, pp. 40113.
    [Google Scholar]
  72. Whittaker, Randall. ( 2020;), ‘ What have we done? How not to be complicit in racism. ’, Wonkhe, 15 June, https://wonkhe.com/what-have-we-done-how-not-to-be-complicit-in-racism/. Accessed 20 May 2021.
    [Google Scholar]
  73. Woodgates, Paul. ( 2018;), ‘ Universities must innovate to adapt and succeed. ’, Times Higher Education (THE), 8 October, https://www.timeshighereducation.com/hub/pa-consulting/p/universities-must-innovate-adapt-and-succeed. Accessed 20 May 2021.
    [Google Scholar]
  74. Tan, Kai Syng. ( 2021;), ‘ Towards an anti-racist Fine Art Ph.D.: ‘Anti-racism productive antagonisms” (ARPA) for the supervisor, student and examiner. ’, Art, Design & Communication in Higher Education, 20:1, pp. 4963, https://doi.org/10.1386/adch_00029_1
    [Google Scholar]
/content/journals/10.1386/adch_00029_1
Loading
This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error
Please enter a valid_number test