The permanence of structural racism as a feature of the higher education (HE) environment has been highlighted in at least six reports that have been published in the past four years within the UK HE sector. Structural racism refers to the extent to which policies, practices and processes facilitate and sustain privileges for one racialised group at the expense of another as a normal feature of the environment. Concurrently, considerable progress has been made in promoting success for students with disabilities, particularly students whose neurodiversity remains largely ‘hidden’ in much disability discourse. Neurodiversity is an umbrella scientific term that highlights that some people’s brains think, learn and process information differently. Neurodiversity covers a range of neurodevelopmental conditions (e.g., ADHD, Autism, Dyslexia, Dyspraxia, Dyscalculia and Dysgraphia). Neurodiversity has largely been understood within the context of disability as a limitation for engagement and student success, with much of the discourse being framed around deficit conceptualisations and interpretations. The interplay between structural racism and neurodiversity, and the extent to which intersectional discrimination impacts on students’ educational experiences or access to higher education also remains underexplored. By contextualising structural racism and neurodiversity through an intersectional lens, we aim to illuminate and illustrate ways in which colleges and universities across the sector can develop more inclusive environments, broaden and embed more inclusive practices and provide holistic support for students with neurodiverse differences who are racialised as minorities in HE.
This colloquium offers an opportunity to explore the interplay between racialised identity and neurodiversity. Delegates will be able to investigate and conceptualise holistic models of inclusion in order to provide positive educational experiences and promote success for racially minoritised students with neurodiverse abilities.
This area of work is of significance to all who are interested in addressing systemic inequalities and providing positive educational experiences and success for students. For example, EDI practitioners, Senior Managers with responsibility for EDI, Heads of Department, Program Leaders, Student Support staff, Wellbeing Advisors, and Researchers with a focus on EDI.
The overarching theme of the colloquium is Exploring intersections of minority-racialised identity and neurodiversity and it will address the following five sub themes:
- higher education policy;
- student success and achievement;
- student progression;
- engagement and student experience;
- flexible learning.
Call for papers
The intersection between neurodiversity and race is an emerging subject, in relation to equality and diversity, particularly wellbeing and inclusion. The extent to which systemic racism poses barriers to access, participation and success in HE for neurodiverse students from Black, Asian or other minority-racialised backgrounds has not been fully explored. Recognising and appreciating that we all have intersecting and overlapping identities, skills, abilities and profiles that shape our daily lived experiences of engagement in higher education (HE) at the local, national, international, institutional and disciplinary levels may be considered as the basis for inclusion in higher education. Therefore, ensuring that we create and sustain environments that recognises and embraces human differences and variations (demographic, cultural, physical, cognitive and neurological, etc.) is essential to promoting inclusion in an ever-changing world.
Proposals are invited for presentation under one of five broad research themes (as mentioned above). This aids the organisation of a thematically streamed program. We appreciate that many papers may potentially cover a number of domains, therefore, we ask that authors indicate their preferred choice of domain. The final decision will be made by our assessors as part of the peer review process.
We invite contributions from around the world to contribute to the colloquium. Proposals are welcomed from individuals or teams across an institution or multiple institutions. We aim to showcase a wide and diverse range of work, activities and positive practices that promote inclusivity across the FE and HE sector. Submissions may be theoretical, educational or research based. Submissions can be for either a:
Workshops should include at least 15 minutes of delegate interaction via discussion or interactive online tools. Sessions should aim to provide delegates with knowledge and practical advice to encourage adoption of initiatives within their own institutions.
20-minute presentation (15 minutes leaving 5 minutes for Q&A)
Presentations should allow for 5 minutes of Q&A within the 20-minute time allocation. We encourage presenters to share their work in creative and dynamic ways and formats.
The deadline for submissions is midnight 14 February 2022.
Who should attend?
This area of work is of significance to all who are interested in addressing systemic inequalities and providing positive educational experiences and success for students. For example, EDI practitioners, Senior Managers with responsibility for EDI, Heads of Department, Programme Leaders, Student Support staff, Wellbeing Advisors, and Researchers with a focus on EDI.
Students are entitled to a 50% discount on the Colloquium fee, please contact email@example.com for more information.