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From Intersectionality to Articulation

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Edited by Anita Pilgrim, Wednesday, 6 Sept 2023, 14:42

(I mainly talk about issues for global majority people here, alongside other protected characteristics – rather than attempt even-handed discussion of all the protected characteristics. Race politics is the lens I am most focused to look through just now, particularly because it seems as if this is a peculiarly deeply entrenched privilege/prejudice in society and in our Higher Education institutions.)

Interest and use of the concept ‘intersectionality’ has increased exponentially since Crenshaw (1989) first introduced this key term, building on Black Feminist Standpoint theory and Critical Race Theory. (A good account of Standpoint Theory can be found in Harding, 1986, and there are articles about Critical Race Theory on OpenLearn’s Race and Ethnicity hub.) ‘Intersectionality’ has been key in opening our minds to the understanding that discriminations (and also privileges) do not happen one at a time, that many people may be subject to many different prejudiced perspectives of our position in society all at once.

Here I would like to suggest we might build on Crenshaw’s concept, to introduce the idea of ‘articulation’. Intersectionality identifies the multiplicity of issues faced by Black women or Black lesbian women or LGBTQ people with a disability. ‘Articulation’ can help identify how to overcome ways privilege operates to silence and contain people with protected characteristics. From identifying ‘intersectionality’, we could move to asking: “Are we enabling articulation?”

Definition of key term: articulation.

‘Articulation’ has two meanings:

  • Speaking, putting into words;
  • Two or more things connected in a way which allows them to move together.

Both of these are restricted for people experiencing ‘intersectionality’.

Example 1: class and ethnicity

For example, class privilege, in particular, sometimes works to over-write or speak over the top of other protected characteristics. Class privilege already of course means that those from upper/middle class backgrounds are articulating at the expense of those from lower/working class backgrounds, however I want to focus here on how privileges articulate together to strengthen other privileges.

Those from global majority backgrounds might appear to have the same social networks as global minority people from the same socio-economic class background. However, we are not always able to articulate – in the sense of speak our points, and in the sense of move together fully joined up in society – as easily as global minority people. Where social networks are based more on class identity than ethnic community, upper class people of global majority backgrounds, or from LGBTQ communities, or with a disability, may be treated with initial suspicion until emphasising an accent or talking loudly about where we were at school/college proves our credentials. Even then we may not be regarded as full members of that network. Those who are successful in negotiating upper class dynamics of power relations usually have a deep understanding that people with protected characteristics are not as powerful as those with the full set of privileged identities, and therefore not as useful in the network (‘social capital’, as Bourdieu would call it). They are therefore less likely to engage as closely (“articulate”) with those with protected characteristics.

The increased anxiety of those with protected characteristics to prove credentials in an upper class social network with the advantages this offers, also works to further instate socio-economic class privilege.

Global majority working class people, too, are often counted as from Black, Asian, minority ethnic communities, separate to working class communities. Global majority working class and global minority working class people are pitted against each other by campaigns which try to persuade global minority working class people that global majority people are unfairly taking jobs, housing and other resources. This disguises the fact that the funding for social resources is being unequally distributed across class lines, not race lines.

Example 2: ‘white saviour’ behaviour

If you have come here to help me, you are wasting your time. But if you have come because your liberation is bound up with mine, then let us work together.

(Lilla Watson, drawing on thinking of an Aboriginal Rights Group she had belonged to in Queensland, at the 1985 United Nations Decade for Women Conference, Nairobi.)

In ‘white saviour’ behaviour, by stepping in to ‘help’, people take up a position of privilege they belong to and ‘reach down’ to those below them. In so doing, they re-state their power. The very act of ‘helping’ paradoxically fails to offer full articulation to those they want to support. When those in a position of power speak for them, the authentic voice of those being ‘helped’ is over-talked by the voices of the powerful. Those in power move for them. Those with a protected characteristic are not enabled to engage in “articulation”, either in speaking for ourselves or making our own moves.

This is not diversity, but the co-option of diverse voices into dominant power and culture. As an example in Higher Education, we see this when research projects are conducted about those in a position of disadvantage by those in a position of privilege, for which the researcher may both earn a salary/fee and gain kinds of cultural and social capital that enable them to advance their career. Meanwhile, those they are writing about have their views expressed at second hand, and are not necessarily enabled to articulate beyond that.

The researcher may genuinely hope their project will lead to change, but figures about the issues faced by global majority communities during the recent pandemic indicate that we have not come very far, very fast in tackling racial/ethnic disadvantage. Even during the 1980s, for example in the 1982 collection of essays: The Empire Strikes Back (CCCS, 1982), researchers like Errol Lawrence were speaking critically of the way: “sociology generally and ‘race/ethnic-relations’ sociology too, are top-heavy with white personnel” (p.131). Of course it is important for global minority staff to take up a perspective which recognises issues of race politics, and to do work to tackle privilege/prejudice in their own field of study. However, it is now 40 years since The Empire Strikes Back was published. We do not seem to have moved very far during those four decades towards ensuring that global majority academics have equal opportunities even to research and write about the issues we and members of our own communities face.

One way of enabling articulation for global majority communities, then, is to look to create opportunities for members from those communities to do paid research that supports their career advancement. We can do this partly by mapping the researchers involved in these studies. If we are seeing that this research is being done by disproportionate numbers of global minority people, we should ask how it is that they are being enabled to articulate through this research. What is preventing us from recruiting more global majority researchers to the work? What could we do to enable better articulation for global majority researchers, and thereby communities, in this work?

A positive example of enabling articulation in Higher Education

One way of working to do this is the 100 Black Women Professors programme. Identifying that only 35 (now 41 61) of 22,000 Professors are Black women shows us the impact of intersectionality in Higher Education. Engaging directly with the teams who manage Black women who aspire to be Professor, the 100 Black Women Professors programme enables universities to understand how privilege/prejudice might form a barrier for groups of staff with a protected characteristic. Working together towards mutual liberation, enables Black women in particular and hopefully more staff who face similar barriers, towards articulation with and within the institution.

 A positive example of articulation, intersectionality at work.

See description in text.

Picture of a powerpoint slide that says:

A note of hope.
Pilgrim, 2000, p.144

Fashanu’s coming out was an iconic moment for a black lesbian and gay movement which had learnt from black and feminist politics and had experienced a decade of autonomous organisation. The Sun – at the heart of New Right discourse – was beyond reach, but The Voice was speaking the language of a black politics which had been inflected by a feminist understanding of plurality, and it could be addressed in that language. Just as racism can work to support homophobia, pluralist anti-racist discourse could be articulated to speak for gay rights.

I offered this quote from my PhD thesis in a recent talk I gave about Justin Fashanu and the exposé of his sexuality in the media. I discussed how a group calling themselves Black Gays and Lesbians Against Media Homophobia put pressure on The Voice newspaper, by pointing to the equalities policies of local government who were substantial funders of The Voice through placing job adverts with them. They were able to persuade the newspaper to change its editorial line to one that was supportive of the Black gay community of the time.

The Sun newspaper remains beyond the reach of equalities, diversity and inclusion activism. However liberal institutions are at least starting to recognise the detriment which privilege embedded in their own systems: systemic prejudice, institutional racism, causes to those with protected characteristics. There is uncertainty about how to move from a ‘white saviour’ mode, however the recognition that tackling prejudice and discrimination will not be straightforward or simplistic is a start.

To move on from this start, I suggest that we need to think not just about publishing pay gap data, and hearing from those whom the institution fails to resource, support and promote. The institution needs to think about what will enable articulation for all staff.

Fit with academic theory

In terms of academic theory, ‘articulation’ fits well in postmodern thinking. There are many tropes based around speech or text which are used to consider gender/sexuality (Butler using Austen’s “speech act”), and power in general (Foucault on “discourse”). The Marxist Structuralist thinker Althusser’s concept of “interpellation” of identity is also often used in postmodern thinking.

Bourdieu’s ‘habitus’ also has congruence with an idea of ‘articulation’. I have referred here to two of Bourdieu’s four forms of capital: social and cultural. As well as economic capital, Bourdieu talks about a fourth form: symbolic capital. Symbolic capital is what the other kinds of capital translate into if they are legitimated. We all have social networks, but not all of them have the kind of power and influence that means they can translate from social capital into symbolic capital. Articulation is perhaps the means by which other forms of capital translate into symbolic capital.

(Cardiff, 2022/ edited 2023)


(Some) references:

Centre for Contemporary Cultural Studies (1982). The Empire Strikes Back. London: Routledge.s

Crenshaw, Kimberle (1989) "Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics," University of Chicago Legal Forum: Vol. 1989, Article 8. Available at: https://chicagounbound.uchicago.edu/uclf/vol1989/iss1/8

Harding (1986). The Science Question in Feminism. Cornell University Press.

 Pilgrim, A.N. (2000). Feeling for Politics: the translation of suffering and desire in black and queer performativity. PhD thesis. Goldmsiths College, University of London.

 


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Not Much Black in Higher Education

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Edited by Anita Pilgrim, Friday, 15 Feb 2019, 16:27

Lakhi sits by Paul Gilroy's There Ain't No Black in the Union Jack

Black cat sitting beside pile of books on race studies

An Equalities and Human Rights Commission survey into racism in the Higher Education sector will close at the end of this month. Meanwhile the BBC published an article in December showing that ethnic minority staff are often put on lower pay grades and struggle against prejudice and bullying. Many did not want to be identified in speaking up about the poor conditions we work in. 

I decided I would. 

I didn't want to name any institutions. All the many Higher Education institutions I've worked in have been equally poor at rewarding my efforts and recognising my contributions in research, publication, impact in the wider sector and teaching. 

At the worst times, when I did think I would be overwhelmed and just swept under without anyone noticing (except my daughter), I doubted myself. I couldn't believe it was true, that I was being discriminated against in such a blatant way; that the structures of the institutions were so integrally white, masculine and middle class that they could not see how their nobly worded policies were being contravened. 

For 20 years I've worked on casual and short-term contracts in Russell Group, post-92 and distance learning universities. This is a recognised fate for academics who are women and also for academics from ethnic minority backgrounds. Sometimes people do say to me "perhaps you just weren't good enough for the full-time position." Actually, if you are constantly having to be re-interviewed and prove yourself for your job, you have to be much better at it to stay in it for 20 years. 

Very often, I didn't get the job. These were some of the reasons I was given for not being appointed: 

  • I never thought of you! Why not? Of course, you would have been perfect. 
  • You can't teach quantitative methods
    • But I'm already teaching quantitative methods
    • Oh. Well, you can't do research. 
    • But I'm the only person in Wales doing sociological research on race and ethnicity, and you advertised the job saying you'd give special consideration to any applicants in that field.  
  • You can't debate the uses of social science. 
    • (10 years experience teaching postgraduate research methods and writing social policy reports for government.) 
  • You can't demonstrate the relationship between power, inequalities and evidence. 

It was that last one that provided the break-through. I am the author of an Equalities and Human Rights Commission review of evidence on Education and Inequalities, and I was being interviewed by an expert in film and television studies. Evidently he could not know better than me if I were demonstrating the relationship between power, inequalities and evidence. Some other small thing he said in the interview was actually racist. I was able to finally bring a legal case for discrimination, instead of being brushed off by someone from Human Resources saying (never in writing) "it's very unfair, but unfortunately it's not against the rules." 

The Dean of Faculty wrote to assure me that the Faculty treated such cases with great seriousness. They valued the qualifications and experience of staff such as myself. Unfortunately when he did this, he addressed me as Ms. while signing himself Prof. I had to write back and point out that a PhD was part of my application for the job, and a professional qualification in our field of work. After three days he wrote to say: "I note your concern about the use of your title." I knew he had had to go to the lawyers and that I had won. 

When I say 'won', I don't mean we were in court and I got proper recompense for losing that job. I mean that we came to a gentleman's agreement that I was sitting on a heap of embarrassing evidence about the way those in power were instituting inequalities and that I would give anyone who tried it on me again a very bloody nose. We both understood that I would be treated scrupulously fairly in the future in job interviews (not favoured - be treated fairly). Sometimes since then I have not got through in interviews, and I believe these were fair decisions; I understood the reason I was being turned down. I worked incredibly hard, putting in long hours to write up evidence and show how power and inequalities were related in my case. It was worth it, although I am still angry I had to waste such a lot of time and effort just to get fair and equal treatment. 

In this looking glass world, I did often doubt myself. I could not believe that people who would laugh and joke with me at other times, academics in the social sciences who did research and teaching on equalities, would treat my qualifications and expertise with such contempt in the vital context of a job interview. 

There were two kinds of people who made it hard to believe what was happening. Those who discriminated against me, and those who were so lacking in discrimination themselves that they couldn't believe a person like me - whom they respected and loved - could be the target of such irrational and cruel prejudice. They couldn't believe it was happening. They said things like: "Are you sure?" "Maybe he meant …" instead of: "Can I take your daughter for the morning so you can write your case out for the union to look over?" 

I survived because the union had my back. The union recognised what was being done to me, supported me and represented my case. United we stand. 

I've not had a high-flying career, but I have a job. I enjoy my job, but I don't put my photo up on my profile. I would rather people not take my cat profile picture seriously than not take my real photo seriously. 

Black cat sitting up as if in bed, looking indignant

What is to be done? Higher Education cannot become diverse by sticking different kinds of people into itself, colouring up the profile pictures. It must change from within. 

People in Higher Education must listen when women or ethnic minority or disabled or gay staff are concerned about how we are treated, when we say we are made to feel uncomfortable. The knee-jerk response to bring the shutters down and protect reputation must be replaced by genuine open-mindedness and willingness to question: Was it fair? I think I am treating this person as an equal, but perhaps they are actually smarter than me? Too often people in power feel anxious and uncomfortable around ethnic minority staff, and quickly move to thinking the ethnic minority person is a problem rather than the predominantly white working culture. 

It would also help if employers immediately started assuming they under-estimate black and minority ethnic staff, and 'artificially' increased their idea of how well we are doing. Then we might get recognised for some of our achievements instead of constantly over-looked. Then they might find they have much better numbers of black and minority ethnic staff in senior roles. 

Friends worry about me writing this blogpost, in case I experience backlash of some kind. I fear the opposite: that I will be met by a wall of silence, drowned out by white noise. ("We never think of you.") Even my friends will hesitate over the 'share' and 'like' buttons, made anxious and uncomfortable. Although even if one other person reads this (woman, gay, transgender, disabled, ethnic minority - just different), and realises 'it was true! It wasn't me, it was them,' that will be worth my making the effort to write. 

Partly I wrote this blogpost because I wanted to read Why I'm No Longer Talking (To White People) About Race (lent to me by a friend of Cornish/Irish heritage). I wanted to write about my own experience first. I'll make notes about my reading on Instagram and tweet using the hashtag #WINLTTWPAR. It would be a start great if you could check it out and give me some feedback. 

Glass of water beside copy of the book Why I'm No Longer Talking (To White People) About Race


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The Story of a Module - a tutor's part

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Edited by Anita Pilgrim, Wednesday, 11 Apr 2018, 08:30

Claire Kotecki has written up how a module is designed and written at the Open University. An OU module gets 'taught' by a whole team, whereas at traditional universities it's in the hands of only one lecturer. I thought I'd write about my role in the team, as an Associate Lecturer in the Faculty of Arts and Social Sciences. I rely on many other people to support my teaching, hopefully they can write up their roles too.

I teach at Level 1 Social Sciences, and I therefore induct many students for whom not only online/distance learning - but university learning at all is a new experience. Under my guidance, they discover the precise joys of referencing (no, really! referencing can be fun approve), the excitement of putting concepts and evidence together, the many frustrations at barriers to learning and how to overcome these.

At the Open University we offer blended learning. Students access a diversity of materials, organised via an online Study Calendar. Week by week, students progress through tips on reading a textbook chapter, video and audio material, study skills exercises and academic guidance. These build up to one of five Tutor Marked Assignments and a short online assessment - each of the TMAs supports the student towards the writing of the final End of Module Assessment piece of work.

Screenshot of DD102 study calendar at Week 10

This is a radically different way of teaching to lecturing, where students take notes on dictated academic knowledge and have to develop their own writing skills in order to present only one or two pieces of work. In the Open University the tutor (that's me wide eyes) provides continuous supportive guidance to build students' academic skills as well as knowledge throughout the module. Not only do the TMAs gradually introduce the opportunities to develop new skills, I individually tailor feedback to the student so as to make sure they focus on the areas they need to work on.

Long before the fashion for the 'flipped' classroom, we were providing rich contemporary materials which students could work their way through before they attended workshop-style tutorials to support their intellectual engagement. Ahead of every assignment, my students have the opportunity to come to a face to face or an online tutorial and chat with each other - and me, about their learning. I design some slides and exercises to encourage us to think through topics and study skills issues (always reminding students of the importance of referencing wink).

Powerpoint slide about the use of evidence, with joking picture of the 'credible hulk'.

I prepare the slides and tutorial exercises differently each year, based on generic feedback I want to provide out of the group of assignments I just marked and the study skills needed for the upcoming assignment. My job also involves pulling the tables into a better formation, encouraging small group discussion, tidying up at the end - and I usually bake a cake for us tongueout

This year I've started strongly encouraging students to come to face to face tutorials, as year after year I see the students who do come do better. Meeting fellow students helps them realise that everyone is learning, they are just as smart as the others. Chatting about their studies embeds the knowledge. Last year I only had one student for this tutorial. We did enjoy our chats about social sciences! however it's better this year, with seven or eight for the same tutorial event; they can get good group discussion going with each other.

One woman sitting smiling by a laptop showing tutorial slides Several people sitting round tables chatting

(Student permission to take and publicly use photos given.)

We experience high rates of attrition at the Open University. I personally provide pro-active care to increase my levels of retention. Students can be diffident about getting in touch after a poor experience of education and/or the benefits system, so if it looks like someone might be falling behind I start emailing and phoning them. I might refer them to Student Support advisors who have specialist knowledge about grants and loans, or about what support is available for specific additional learning needs.

Students almost never drop out because they can't cope intellectually with the module materials but their lives are very full, and it's no surprise that many have to defer studies to a less hectic time. I always tell them they have taken the most important step: they have started studying, and the Open University will support them in their studies now for the rest of their learning journey - however long that takes.

One myth being circulated is that the generation of middle aged students for whom the Open University offered a second chance at a degree are being educated out - the expansion of university provision post-1992 means the OU doesn't have a constituency for our kind of distance learning. We should expand into Coursera style digital provision of MOOCs for students from less developed countries.

We increased our recruitment over the last couple of years. My own students come from a range of backgrounds but they all need a more flexible education provider than bricks-and-mortar lecture halls can offer and a more supportive education than MOOCs provide. They need blended learning with a human tutor to guide and advise them. 

While on holiday in Scotland recently, I explained to a young mum how she could still do the degree she wants to study for, with us.

  • Her child is too young for school? She can study from home as and when she can make time.
  • When her child is unwell? She can still study - she doesn't have to continuously attend lectures or tutorials.
  • She left school without any other qualifications? We don't ask for prior qualifications, just willingness to learn.
  • She is on a low income. Grants, loans and a range of financial support (eg to buy a new computer if needed) are widely available. (Phone your local Open University and ask about this - financial support differs in England, N. Ireland, Scotland and Wales but is available in all four nations.)

(Gratuitous holiday pictures)

Brightly coloured cock pheasant Row of plant pots covered in snow

It isn't something we officially record, however I estimate about half my students have young children to care for. This weighs more heavily on women students who are expected to put more time into childcare than on men students. People (including themselves) expect men students to put time into improving their career for their family as well as themselves. (NB Both DD103 and DD102 look at issues of gender and family politics.)

I mediate between the demands of the Study Calendar and the demands of a young family, offering extensions for assignments, advising on catchup strategies and telling women how important their studies are - for their children as well as themselves. When children see their mum or dad getting out their laptop and books to study, they put their own heads down to study harder at school - it's a win/win on social mobility. Mum and Dad get a degree, children achieve in school and can go on to traditional university.

The most important work I do with students is to give them self-confidence. They can sometimes even get a question disastrously wrong because they have become so convinced they are not intelligent. They think if they are finding it easy to answer the question, they must have misunderstood it, so they cleverly give the 'wrong' answer instead of the answer that first comes to their mind. I assure students that they are capable, bright people who have many skills already (if you can figure out whether a 25% off offer in a supermarket is worth it, you can already do statistics - although we do gently teach statistics to make sure you 'get' them).

8/10 cats prefer frisky whiskery biscuits - two cats like steak. (One likes his steak well done, but we should not make any assumptions about him being a lapcat from a gilded background of privilege just because he is a Persian, there is no information about class status in the table thoughtful

Powerpoint slide on statistics showing very simple table

I have taught at Russell Group and post-1992 universities and I was educated myself at King's College, Cambridge so I know the breadth of higher education provision in the UK. Hand on heart, the kind of learning I can offer at the Open University is the best available. Indeed, there is some speculation that frameworks to review and compare teaching were suppressed becauses universities with a more prestigious reputation weren't scoring as well as upstarts like the OU. Yet I sometimes encourage my students to take the 60 credits my courses offer and use those to go to traditional university. It's not just about the fun of the campus lifestyle. An opportunity to be part of a university community offers invaluable resources to young people starting out in life.

Nevertheless, online and distance provision have a key role to play in higher education in the UK. Students don't usually realise what high quality tuition they are getting with the Open University. Some come because they can earn and learn with us. Others need additional support to make learning accessible. 20% of my students are officially registered with additional learning needs. Since I teach new students, more are likely to realise as we progress that they would benefit from an assessment and the considerable support to adjust materials for them which will follow a diagnosis of dyslexia or dyspraxia or other learning needs. Some of my students suffer intense anxiety, others physical mobility issues, some are on the autism spectrum. At the Open University we are constantly working to stay ahead of the curve in supporting their studies. Personalised study support means those who have experienced domestic abuse or who suffer post-traumatic stress disorder can be alerted to materials which may trigger anxiety and block their ability to engage with the learning; I can also talk through with them strategies to make sure they still benefit from skills development which that block of study is designed to support.

As the gap between the richest 1% and the rest of us widens, the Open University provides a vital ladder out of poverty. The widening of participation in Higher Education means more people realise they can and should get the opportunity to learn which they hunger for. If there are additional barriers in the way of them getting to a traditional campus university, we at the Open University offer vibrant engaging materials and friendly human guidance to ensure they also get their chance to hone critical thinking for the knowledge economy, and for a richer cultural and social life.

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Casual attitude to workers

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Edited by Anita Pilgrim, Thursday, 22 Mar 2018, 12:40

One of the concerns of strikers at traditional universities is that if we lose the battle for secure pensions, the employers will seize the opportunity to break the union and its national pay bargaining power. They will look to employ people on casual contracts instead of offering permanent work with proper benefits like ... pensions. 

As the UCU have been arguing for a long time, universities are already riddled with poor casual work practice. Research in particular is sustained by low paid insecurely contracted staff (see this blogpost). One tweet during the strike mentioned a passer-by's incredulity when it was explained to him that a group of science researchers looking into cures for a range of devastating illnesses were all employed on low paid insecure contracts. 

Teaching is not far behind, with postgraduate students scrabbling for hourly paid work, even though this only pays for the actual hour they are with students, not for any of the substantial preparation time needed. We are supposed to be gearing students up for better jobs - while on immiserating contracts ourselves. 

As so often, the Open University is well ahead of the curve here. Our teaching has historically been delivered on short term contracts, which have only gradually had some working rights attached to them. Our contracts are 'casualised' rather than casual. It looks like things may get better for us, but for the sake of those in traditional universities who wonder what casualised work might mean, I will explain. (NB teaching at the Open University is unlike that in traditional universities. A permanent academic team put together teaching materials with a highly qualified but casualised set of Associate Lecturers supporting student engagement through blended learning.) 

It is very difficult to deliver high quality teaching on a casual contract, and next to impossible to do this if you have to write the lectures as well. I have done that too - staying up til 3 am to write a lecture which I would deliver the next day, unable to give the students reading material until the day of the lecture because I was writing it the night before. Then the following year throwing all those lectures in the bin and writing a fresh set on a completely different subject. I wasn't needed to deliver the first set of lectures any more, but had found yet another short term contract to do something else which I always hoped would turn into a secure job. Every contract ended in praise and congratulations, never in secure work. It took me a long time to realise that for that, I ought to have spent as little time as possible on my teaching (or the public policy research I was also doing) and focussed on polishing abstruse research publications. 

Recently things at the Open University have improved. Previously, I used to get a redundancy notice a few months before teaching was due to start, followed by a surreptitious email from line managers telling me in vague legally restricted phrases not to worry too much. A couple of weeks before the allocation of student groups, I would suddenly get definite confirmation that I had the work.

One year I was hurriedly phoned up and verbally appointed two weeks before the start of a postgraduate module. I had to learn all the materials myself as quickly as I could, keeping just ahead of the students and constantly asking supportive colleagues (who were not paid for the kind help they gave me) 'stupid' questions about the assignments so as to be prepared to explain them to the students. I did not know if I would still be wanted the next year, so it was hard to motivate myself and carry on working on that module once the teaching had finished. 

I have colleagues who take on temporary management contracts in hopes of getting into a more permanent position via that route. They can't let their teaching go in case the management post doesn't become permanent. They are working themselves into the ground, but can hardly be expected to deliver as effectively on the quadruple hours they are having to put in. 

Because our contracts are strictly limited to the teaching period, we can't be asked to contribute to feedback and development of the module to improve it for the next year's teaching until a few days before it goes live. A clause has had to be inserted to say that for the month before the module starts, we should do some work towards it without receiving pay. I have sometimes struggled to find the money to travel to teach, because I haven't yet been paid for the teaching. 

Even as I write this post, I'm thinking I want to do two big loads of marking work I have got in hand, check over my slides for a tutorial I'm giving on Monday - but that maybe I should prioritise applying for a new teaching contract which has just been advertised. It's not in an area I particularly want to teach, but I can't afford not to try for it. 

I am a single working mum. The many disadvantages of casualised work have a big impact on my family life. The hugely variable monthly income (some months my pay is double what I get in other months) makes it difficult to budget and plan. From year to year, I am never quite sure what work I will have in hand. At one point, I feared I would have no work for six months of the year, yet be unable to claim any benefits or tax credits because I would have a potential upcoming contract for six months' time so be deemed to be making myself unavailable for work. When I was looking to buy a home, no bank would give me even the tiny mortgage of £5-10K I was looking for - they all said my contracts were too insecure. 

The National Director of Relate Cymru recently appealed to Welsh Government to review support for children's mental health. He linked rising demand for mental health support from children and young people to difficult family lives. The effect on my own family of my stressful contractual situation has been very severe. We lived for a long time with a sense of impending doom, fearing that at very short notice our means of living could be almost entirely snatched away. Ironically (yes, my teaching is so full of irony that I ought to set up a laundry!), my module materials include a film about people accessing a food bank near my home - which I have sometimes thought I might have to go and get food from myself. 

I did say the Open University is often ahead of the curve. They have been in negotiations for ten years to move Associate Lecturers like myself onto permanent contracts. These negotiations had foundered, and when he arrived at the university our Vice Chancellor Peter Horrocks made them a priority. As well as negotiating over pensions, the Open University union branch and the university have continued to work on this as well as other major issues of employment and working conditions. The last announcement was that they still hope we will get our permanent contracts this summer. 

This may be a Pyrrhic victory. Proposals are being put forward to slash our contact hours with students and restrict us to giving them written marking feedback. More on why the union and ourselves feel this would spell the end of the Open University soon. First I want to talk about support staff and the way we in the Open University work as a team to deliver student learning. And before that, I thought I would talk about why this could be the best job in the world. 


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Laptop, a laptop - my kingdom for a laptop

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Several of the modules I teach are Level 1, with students who are new to the Open University. There is a lot to get sorted in signing up to an e-learning course, which I do my best to support my students through. I remind them that once these are done and dusted, they will be set up for the remainder of their studies so not to worry too much.

Easy for me to say! One of the issues which students often face is not having good computer facilities. There is a student grant available to provide students with appropriate resources (ask your relevant Student Support Team for more details). However the grant will only be awarded once you are signed off as having genuinely started your studies - about eight weeks in.

You can understand this from the point of view of the grant funding body, otherwise they might have to claw back money from people whose studies didn't quite get going. For the student, though, it can be tough getting through those first few weeks - not only trying to access the module website but also having to write and submit the first assignment on inadequate or borrowed equipment.

I'm glad I have always been sympathetic to students in this situation, as I was inadvertently plunged into it myself this week sad Some of the high levels of rainfall we've all been experiencing (snowfall in Scotland) got into my laptop and irretrievably shorted out the battery and some other parts dead I have spent the last few days wrestling with a very ancient and slow netbook to keep up with my students' forums (only time I have ever been glad that students are so shy shy about posting big grin), figuring out what is the optimum laptop I can buy for the price that I can afford, and what is the price I can afford - or rather what is the price my bank/credit card will let me afford. 

In my own studies (on e-learning), we are asked to take into account accessibility. People assume this means disabilities, and most of all issues like dyslexia or sight and hearing impairment, which might need us to provide the materials in a different way. However one obvious issue is if you haven't got the equipment or the speedy bandwidth necessary to access online learning. 

Sometimes public libraries will let students have extra time on their machines - maybe the university could approach them to ask if they could provide this at the early stages of our modules, while students are waiting for their computer grants to be signed off. It's not ideal working in a library, and having to run away from a bank of glaring people below the signs saying 'quiet PLEASE' if your kid phones your mobile to ask what's for tea mixed but IMHO it's better than a cronky old netbook dead

It's amazing what we used to do instead of going online. I actually like writing letters, and still send parcels to people and stuff. However I sometimes have to hold onto my letter til payday - seriously, it can cost £3.50 to send a couple of sheets of chat to a friend in the States, then it takes two weeks for the letter to get to him, then it would take two weeks for his reply to get to me if he were as good at going out to cafes and writing letters as me.

Half-written letter decorated with decoupage pictures, a fountain pen and a cup of coffee.

When I started teaching for the OU - back when dinosaurs were just dying out, we did all the coursework by post. I used to get the assignments written and printed on paper (sometimes hand-written sleepy), I would mark them by hand and put them into three or four big bundles in special brown university envelopes, then rush out to take them to the post office and send them to be verified by hand, and then they would be sent back to the students. It has enormously speeded up the process to be able to submit, collect, mark and return assignments electronically.

At least I had actually submitted my own TMA02 slightly early the day before, as I was fed up of it and wanted to get rid of it tongueout I always advise students to put in a draft version of their final assignment (EMA, as it's affectionately known). This can't be picked up early by eager tutors and marked before they have really polished it, so you can get a draft in the bank in case of an eventuality such as I have experienced sad

Now I just have to get used to the new laptop. I am starting to realise that my old laptop had a much higher spec, as well as touchscreen and - an unusual feature - a soundbar instead of tinny speakers.

I hate my new laptop angry It feels like a plodding workhorse, whereas my old one - which I realise now I took dreadfully for granted - was like Pegasus soaring through all my work and studies and fun forums I used to go on in my private life evil But I'm lucky to have this new ... thing. I'm trying to be more careful and not let it get quite so close to the flour-y cooking when I use it to find recipes for teacakes, or take it out in the rain *sigh*.

My old laptop with cat and teacakes *sigh*

Laptop with tabby cat and a rack of teacakes

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light skinned mixed heritage woman writing letters.

The power of power

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Edited by Anita Pilgrim, Wednesday, 10 Jan 2018, 21:34

In last week's Unit of studies, my postgraduate students (EE814: Addressing inequality and difference in educational practice) were offered a reading by Bree Picower (2009) which for me is axiomatic in our studies.

Picower's article describes a study undertaken with white student teachers doing an anti-racism course. These students were uncomfortable on the course, constantly defending themselves against its anti-racist thinking. They were unwilling to view themselves as being in a position of power over others, to admit they might sometimes act in a way which asserted their normality as against others' difference. They could not get to grips with what thinkers on identity often refer to as an 'invisible' or 'unmarked' privilege.

T shirt saying Black Lives Matter, with woman's afro hair and a rainbow comb with a peace sign

In line with thinkers on critical race theory like bell hooks and Gloria Ladson-Billings in the States, and David Gillborn in Britain, Picower suggests the teachers relied on 'tools of Whiteness'. She argues that they didn't just passively resist the idea that they may be part of a White supremacy. They actively protected hegemonic social narratives about race identity.

Picower is a tough read for anyone who wants to tackle issues of inequality in education. It's dispiriting to think that it might be that hard for liberal teachers to understand how racism is inbuilt, not only into our systems ('discourse') but into many ways in which we interact with each other - and therefore between teacher and pupil. But Picower rings important bells for me; not on issues of racism, in terms of the struggle I had with the main equality issue on which I am in a position of strength and power: social class.

Drawing on the Hegelian concept of the Master/Slave, standpoint feminists highlight an unfortunate paradox in gender politics. Hegel suggested that the 'Master' has power, so he (everyone in Hegel is 'he') doesn't need to know anything about the 'Slave'. However the Slave needs knowledge not only of his own condition, he must also understand the Master so as to service him.

Standpoint feminists argue that men have power, so they lack knowledge of how gender politics is enacted. Only women have the knowledge with which to set up an egalitarian, non-sexist way of working. (But we have no power to do this.)

Dorothy Smith, seminal standpoint feminist thinker:

Older white woman wearing glasses and smiling

On most issues of identity, I have plenty of 'knowledge' mixedblack eye However I come from an intellectual upper class background. I have an accent that can cut crystal (I try to soften it in tutorials!), I can talk about fine wines, high art and where to get a brace of grouse (pronounced 'grice' wink).

It took me a long time to understand that it is not right nor fair to casually talk about these things in a way which makes people around me feel about two inches tall. (Except young bar tenders who attempt to put ice in my whisky angry) It was hard to face up to the fact that I do it without even thinking about it, and that instead of pretending I can't help it, I must think about it and not do it.

That was my Picower moment. It didn't come in a moment, but slowly and painfully. I didn't want to admit that I had sometimes made shop assistants wince and cry just with a look - but in order to stop doing it, I had to learn to see the invisible 'tools of class prejudice', and realise that I am an unmarked expert at using them to take other people down sad

(NB Thanks to Gill Duncan, for finding a newer and highly relevant article by Picower - 2013.)

Reference

Bree Picower (2009) 'The unexamined Whiteness of teaching: how White teachers maintain and enact dominant racial ideologies', in Race Ethnicity and Education, 12:2, 197-215, DOI: 10.1080/13613320902995475

Bree Picower (2013) 'You can't change what you don't see: Developing New Teachers’ Political Understanding of Education.' in Journal of Transformative Education. 11(3) 170-189, DOI: 10.1177/1541344613502395


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