Redefining Allyship: transforming race relations in higher education through a post-qualitative inquiry

重新定义盟友关系：通过后定性探究改变高等教育中的种族关系

• 批准号: 2747346
• 金额: --
• 依托单位: University of East Anglia
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2747346
• 关键词: Redefining; Allyship; transforming; race; relations

This project will explore perceptions of 'allyship' among a self-selected group of minority and non-minority students in two UK higher education institutions (HEIs). "Allyship" is a concept used in social justice activist circles to describe actions of privileged members to support or advance the interests of more marginalised groups/members. It can apply both in society at large, and within particular institutional contexts, such as universities or workplaces. Recently, where 'allyship' has been studied, the focus has been on explaining the motivations and controversies around White allyship (Sumerau et al., 2021). While self-identified 'allies' are seen as a potential lever for transforming social relations (Ashburn-Nardo, 2018), there is little empirical research on how allyship, its role and functions work within institutional contexts (Salter & Migliaccio, 2019). My research will address this gap by exploring the diverse forms and outcomes of allyship among students, and offer insights into how institutions may recognise, and support the socially transformative actions of allies (Sumerau et al., 2021).The research questions are: RQ1: How are allyships defined and constructed from the perspective of ethnic minority and non-minority students? RQ2: What are the current manifestations of allyship and how do they function at personal and institutional levels? RQ3: What range of responses become available to institutions and their policy frameworks, as a result of different actions and forms of allyship between students?The research objectives are to: - Explore the concept of student allyships in the context of race relations, in two UK HEIs - Create a policy response framework for transformative change regarding race relations in the two HEIsI will draw on the theoretical framework of Critical Race Theory (CRT), which sheds light on the manner in which the discrimination faced by minority groups is structural and may exist in HE in visible and hidden ways (Sue, 2010). Scholars have revealed how institutions' moves for greater 'inclusion', 'integration' or 'diversity', can paradoxically maintain racial hierarchy and inequality (Crenshaw 2002; Ahmed 2012). CRT's insistence on a sustained critical perspective is thus valuable to this project as both discrimination and anti-racist solutions need to be analysed in their functioning within institutional contexts. I will use critical post-qualitative methodology in the form of workshops that use creative methods, such as collaging/body-mapping, in two different HEIs to generate detailed data to understand different definitions and constructions of allyship by students. Careful use of these creative methods has been shown to open conversations around sensitive and hard-to-articulate topics (Kangas, 2019; Coleman 2020). The post-qualitative approach to fieldwork seeks to include the more-than-human elements in institutional contexts, such as events, digital spaces, policies, objects, and 'all the things in between' (Ulmer 2017, p832). This kind of 'deep empiricism' (Savranksy et al, 2017) is claimed to facilitate enquiry into social or systemic justice by attending to the assemblage and functioning of institutions. This can facilitate an understanding of complex issues from typically underexplored perspectives (St Pierre, 2021). Findings from these creative workshops, including a policy response framework for transformative change will be fed back to students and the institutions through the production and distribution of a zine output (Todd, Watson, 2006). This is to acknowledge students as producers of knowledge and intended to generate dialogue towards transformative action.

该项目将探索英国两所高等教育机构(HEI)中一组自选的少数族裔和非少数族裔学生对“友情”的看法。“Allyship”是社会正义活动家圈子中使用的一个概念，用来描述特权成员支持或促进更边缘化的群体/成员的利益的行为。它既可以适用于整个社会，也可以适用于特定的机构背景，如大学或工作场所。最近，在对“关系”的研究中，焦点一直集中在解释围绕“白人关系”的动机和争议(Sumerau等人，2021年)。虽然自我认同的“盟友”被视为转变社会关系的潜在杠杆(Ashburn-Nardo，2018)，但关于联盟关系、其角色和功能如何在制度背景下发挥作用的实证研究很少(Salter&Migliaccio，2019)。我的研究将通过探索学生之间联谊的不同形式和结果来解决这一差距，并提供关于机构如何认识和支持盟友的社会变革行为的见解(Sumerau等人，2021年)。研究问题是：RQ1：如何从少数民族和非少数民族学生的角度定义和构建联谊？RQ2：目前盟友关系的表现是什么？它们在个人和机构层面上是如何发挥作用的？RQ3：由于学生之间的不同行动和形式，院校及其政策框架可以做出哪些反应？研究目标是：-在两所英国高等学校的种族关系背景下探索学生友谊的概念-为两所高等学校关于种族关系的变革性变化创建一个政策反应框架I将借鉴关键种族理论(CRT)的理论框架，揭示少数群体面临的歧视是结构性的，并可能以可见和隐藏的方式存在于高等教育中(Sue，2010)。学者们揭示了机构“为更大程度的‘包容’、‘融合’或‘多样性’而采取的行动，如何矛盾地维持种族等级和不平等(Crenshaw 2002；Ahmed 2012)。因此，CRT坚持持续的批判性观点对该项目很有价值，因为需要分析歧视和反种族主义的解决办法在机构范围内的运作情况。我将在两所不同的高等院校以研讨会的形式使用关键的定性后方法，使用创造性的方法，如拼贴/身体映射，以生成详细的数据，以了解学生对友谊的不同定义和构建。仔细使用这些创造性的方法已被证明可以围绕敏感和难以表达的话题展开对话(Kangas，2019；Coleman 2020)。田野调查的后定性方法寻求在机构背景下包括比人更多的元素，如事件、数字空间、政策、物体和“介于两者之间的所有事物”(Ulmer 2017，p832)。这种“深度经验主义”(Savranksy等人，2017)声称通过关注机构的组装和运作来促进对社会或系统正义的调查。这有助于从通常未被探索的角度理解复杂的问题(圣皮埃尔，2021)。这些创造性讲习班的成果，包括变革的政策反应框架，将通过出版和发行锌制品反馈给学生和机构(托德，沃森，2006年)。这是为了承认学生是知识的生产者，并旨在产生对话，以采取变革性的行动。