Courageous conversations and adventurous approaches: Creative thinking in tackling inequality - Supported by the Scottish Funding Council.
The theme of this conference speaks to the reality of EDI work in both HE and FE - a growing focus for attention internally and externally, ambitious, analytical, forward-looking, practical and increasingly complex. As EDI becomes more embedded in institutional values and strategy and becomes more of a measure for the student experience, institutional interest in creative responses to tackling inequality is growing.
Whether focusing on newly emerging issues or dealing with those that are stubbornly persistent, as a sector we can seek inspiration, insight and guidance to navigate the EDI landscape through sharing learning and advancing evidence-based good practice. Learning from both inside and outside the HE/FE sector can stimulate new ideas and innovative approaches to tackling systemic inequalities.
With institutions taking increasingly intersectional approaches to equality work, aspects of inequality once hidden and silenced are emerging in colleges and universities. Once considered taboo, issues such as gender-based violence, decolonisation, the menopause, and privilege, are now emerging areas of discussion and innovation. Creating space for once unspeakable conversations will increase capacity in the sector to examine the experiences of people who may be left behind in traditional approaches to equality and address emerging practical challenges. By linking policy and practice, this conference can facilitate a refreshed perspective to support the sector’s ambitious equality aims.
The theme Courageous conversations and adventurous approaches: Creative thinking in tackling inequality will cover the following sub-themes:
Day 1 (Scotland focus)
Breaking the taboo: Addressing hidden and stigmatised areas of inequality confidently and effectively
• Aging population of the workforce.
• Race equality, whiteness, privilege and power.
• ‘Hidden’ gender issues (for example: infertility, miscarriage, maternity/paternity/shared parental leave, breastfeeding/expressing support, menopause, gender and age discrimination etc.).
Leading the change: Embedding strategic approaches to equality in colleges and higher education institutions
• Diversity in governance – moving beyond gender balance.
• Equality impact assessments – developing a strategic approach to effective and proportionate equality activity.
Positive action: Addressing underrepresentation and inequality through targeted initiatives
• Intersectional approaches to advance equality in student access.
• Increasing recruitment of disabled staff.
• Positive action in the promotion process.
Days 2 and 3
EDI and leadership
• Genuine distributed leadership approaches for hierarchical environments.
• Strengths-based/neuroscience approaches to managing inclusively.
• Room at the top/related to top leadership.
• The role of governance in EDI.
Belonging and safe space
• Supporting staff and students through hidden challenges (i.e. Infertility, miscarriage, infant loss, bereavement, menopause etc.).
• Rethinking the curriculum (decolonise not ‘diversify’).
Bridging the gaps
• Sponsorship/mentoring/reverse mentoring: creating the environment that supports the progression of marginalised groups.
• Increasing provision and uptake of shared parental caring, paternity leave, flexible working.
Thinking forward: Effective management of EDI in a changing environment
• Ambitious benchmarking/demonstrating impact.
• Innovative HR practices for recruiting, developing, valuing and rewarding approaches that value EDI.
• Crisis or opportunity – building reputation and dealing with critical incidents in the digital age.
Skills building for EDI change agents
• When speaking becomes doing – what makes EDI work effective in creating positive and sustainable culture change?
• Intersectionality in action – reflecting the lived experiences of staff and students facing multiple disadvantage in EDI work.
• The power of storytelling: the personal narrative as a tool for change.
Why you should be there
Advance HE has acted as a nexus for thought leadership and research into EDI policy and practice in HE and FE. The underpinning evidence base has been built up by and for the sector and is used to inform the work of policymakers and practitioners. With an ever-growing global community of member institutions and a portfolio of thematic communities with global membership, this conference seeks to promote the learning between individuals with a passion for transforming EDI activity in the sector to achieve real change.
Through forecasting emerging EDI topics and priorities in the sector, the conference will create space for reflection and capacity-building through exploring two sub-themes: ‘courageous conversations’ and ‘adventurous approaches’. It will dig deep to explore hidden and emerging EDI issues, and highlight the best examples of creative, courageous interventions that are contributing to change as well as:
- creating space to engage with previously less-explored, hidden or ‘taboo’ equality issues and examine/encourage promising practice to address them.
- increasing knowledge and confidence in the college and HE sectors to undertake positive action initiatives to tackle inequality and underrepresentation across student bodies, workforce and governance.
- improving institutional capacity to make progress on EDI in an increasingly complex environment.
- engaging with leaders and influencers to foster dialogue on embedding a strategic approach to equality in colleges and higher education institutions.
Statement of Respect and Wellbeing
Keynote speaker: Day 1
Jackie Galbraith joined West Lothian College as principal in 2018 after five years as a vice principal at Ayrshire College. Prior to that, Jackie worked for ten years in government, in the main as an adviser to a succession of Scottish Government Education ministers and two years working for the UK Government’s Secretary of State for Scotland.
Jackie’s lifelong passion for social justice and her experience as a woman in technology have contributed to her commitment to equality, diversity and inclusion.
Professor Nishan Canagarajah
Keynote speaker: Day 3
Nishan was born and educated in Sri Lanka, before moving to the UK where he received his BA (Hons) and PhD degrees from the University of Cambridge in 1989 and 1993. He joined the University of Leicester, as President and Vice-Chancellor, from the University of Bristol.
He became Pro Vice-Chancellor for Research and Enterprise at Bristol University in August 2014, establishing two cross disciplinary research institutes to address societal issues and worked to establish a key partnership with the Alan Turing Institute.
As University of Bristol lead for equality, diversity and inclusion, Nishan championed a diverse and welcoming University community that reflected his role as one of the Bristol Race Equality Commissioners and position on the Governing Board of the Bristol City Funds.
Panel: How do you navigate hierarchies of inequalities in the context of restricted resources and political pressures?
Matt Crilly is the President of the NUS Scotland for 2020-2022.
Matt’s time in student representation has focused heavily on widening access to education, student poverty and transport. In his previous role as President at the University of Strathclyde Students’ Union, Matt successfully campaigned to abolish the £35 graduation fees students were expected to pay. This sparked an NUS ‘Free to Graduate’ movement which saw student unions across Scotland win free graduations for their students.
Panel: Keeping Gender on the Agenda
Talat Yaqoob is an independent researcher and consultant working across equalities issues, intersectional analysis and public policy participation. She has over 12 years of experience in the third sector having led a national women’s organisation tackling occupational segregation and has worked across issues such as mental health stigma, access to education, community organising and violence against women.
Dr Leah Burch
Panel: Harassment, bullying and hate crime
Dr Leah Burch is a Professional Tutor at Liverpool Hope University, in the School of Social Sciences. Her research interests include disability hate crime, affect theory, and inequality.
Her previous research explored disabled people’s experiences and understandings of hate crime within the context of their everyday lives. This research sought to raise awareness of the strategies of resistance developed by disabled people to manage these experiences, and consider different approaches to engaging public awareness with this topic. Prior to this, her research focused on online disablist hate speech and special educational needs policy. These works have been published in Disability & Society, and The Journal of Education Policy.
Co-creation session speakers
Ivana Vasic Chalmers
Ivana Vasic Chalmers is an equality, diversity and inclusion researcher and advocate. Recently appointed as the Head of Research for the Women’s Higher Education Network [WHEN], over the past decade Ivana has published her research on the subject in a number of academic journals, books and professional and online press.
Since 2015 Ivana has lead on strategy, risk management and governance at the Royal Veterinary College, where she project managed a Bronze Athena SWAN award, is a steering group member of the Higher Education Risk Manager Network and an Aurora alumna.
Jess is a Senior Adviser at Advance HE, supporting diversity and inclusion across the staff and student lifecycles in higher education.
Currently working with universities with their inclusive curricula development (including issues of internationalisation and decolonisation), she also supports institutions in their work on tackling inequality in access and participation (including attainment and experience ‘gaps’ and APPs). She focuses on approaches which consider intersectionality, the ethical use of equality data, and long term cultural change.
Her recent publications and research include the Increasing Diversity end of project report on targeted action in student recruitment; examining ‘what works’ for Equality, Diversity and Inclusion in the International research and innovation landscape (UKRI, 2020); and new sector guidance on religious inclusion in higher education (2018).
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