Category: Academic Development

This section includes case studies which consider the role of development amongst academic staff, and the influence upon racialised award and progression gaps.

Decolonising through Reflexive Practice

Post author By Sami Safadi
Post date August 9, 2022

Contributors Sami Safadi Educational affiliation Salford Business School, University of Salford Abstract In 2021, after over a year of looking at decolonising practices and approaches, and delivering some introductory sessions for Salford Business School (SBS) laying the foundations for decolonising work, I decided to create a resource to support the work. Part of my efforts […]

Tags critical pedagogy, decolonising the curriculum, reflective practice, reflexive practice

This repository has been developed to share resources and actions associated with closing racialised award gaps prevalent in UK Higher Education institutions.

This resource gives HE practitioners the opportunity to replicate and develop research, support mechanisms, and interventions in their own institutional contexts, minimising duplication, and progress our commitment to eliminating racialised gaps.

Investigating the elimination of differential outcomes is a Collaborative Enhancement Project supported and funded by QAA Membership. The project is led by Manchester Metropolitan University in partnership with University of Salford, Liverpool John Moores University and University of Central Lancashire. Find out more about Collaborative Enhancement Projects on the QAA website.