BAME Belonging in Politics: What are the effects of BAME academic underrepresentation on BAME students of Politics?

本研究探讨了政治学科的制度白人的影响，特别是黑人，亚洲和少数民族（BAME）学者对BAME学生的代表性不足的影响，以及这是否以及如何与学生的归属感。鉴于最近的运动表明了“强烈的变革欲望”，比如“为什么不是我的布莱克教授？“和#RhodesMustFall -这项研究在更广泛地改革高等教育和社会中的不平等方面发挥了必要的作用。Bhambra等人（2018年）提出了一项使命，即以声音和课程为主要重点，使大学非殖民化。在我的研究中，我把主要的焦点从“声音”转移到“面孔”上。这不应该被误认为是系统性的变化，但我将探讨学生能够看到他们的种族遗产反映在他们的老师的教学价值。这项研究将集中在缺乏BAME面孔作为主要的“线程”在更广泛的网络机构白人，并询问如何缺乏BAME代表影响BAME学生的经验：知识，身份和归属。然后，我将把它连接到其他线程，如：课程，建筑和同龄人群体。在探索这种与种族有关的归属政治时，我应用了福柯的权力/知识关系概念。这与萨义德的东方主义以及他者身份建构的过程有关。我将探讨BAME学生如何在这种背景下导航和理解他们的身份。从批判种族理论（CRT）中吸取，我将把种族和种族主义放在分析的中心。在我的方法论中，我将应用CRT的核心租户之一：反叙事。采访和学生照片日记，将赋予价值的BAME人的生活知识，并允许他们有效地叙述自己的生活经历。

This research examines the effects of institutional Whiteness in the discipline of Politics, in particular the effects of underrepresentation of Black, Asian and Minority Ethnic (BAME) academics on BAME students, and if and how this relates to students' sense of belonging. In light of ecent movements that suggest a "strong appetite for change" - like 'Why isn't my Professor Black?' and #RhodesMustFall - this research has a necessary part to play in reforming the inequalities within Higher Education and society more broadly.Bhambra et al. (2018) set out a mission to decolonise the universty with a primary focus on voices and curricula. In my research I shift the primary focus from 'voices' to 'faces'. This should not be mistaken for systemic change, but I will explore the pedagogical value in students being able to see their racial heritage reflected in their teachers. This research will focus on the lack of BAME faces as the primary 'thread' within the broader web of institutional Whiteness and ask how the lack of BAME representation affects BAME students' experiences of: knowledge, identity and belonging. I will then connect this to other threads such as: curricula, architecture and peer groups. In exploring this politics of belonging, as it relates to race, I have applied the Foucauldian notion of a power/knowledge nexus. This connects with Edward's Said's Orientalism and the process of Othering and identity construction. I will explore how BAME students navigate and make sense of their identities within this context.Drawing from Critical Race Theory (CRT) I will put race and racism at the centre of analysis. In my methodology I will apply one of CRT's central tenants: counter-narration. Interviews and student photo journals, will give value to the lived knowledge of BAME people and allow them to narrate their own lived experiences effectively.