Category Archives: EDI

10 Notable British South Asians from the Past

During South Asian Heritage Month, the University of Kent is glad to celebrate the immense contributions British South Asians have made to UK society, politics, culture, healthcare, and many other areas for decades. In this blog, we would like to highlight ten extraordinary British South Asian figures in UK-SA history.

18th Century

Sake Dean Mahomed (1759–1851)

Mahomed was an Indian surgeon, entrepreneur, and one of the most notable early immigrants to Europe. He introduced Indian cuisine and shampoo baths to Europe, as well as offering therapeutic massage. He was also the first Indian person to publish a book in English.

Learn more about Sake Dean Mahomed here

19th Century

Dadabhai Naoroji (1825 – 1917)

Also known as the ”Grand Old Man of India”, Naoroji was an Indian political leader, merchant, scholar, and writer. He was also a Liberal Party Member of Parliament in the United Kingdom House of Commons between 1892 and 1895 and the first Asian to be a British MP. Naoroji is renowned for his work in the Indian National Congress, of which he was one of the founding members and thrice president – 1886, 1893 and 1906.

Learn more about Dadabhai Naoroji here

Maharajah Duleep Singh (1838 – 1893)

The Maharajah was born in Lahore and came to the throne of the Punjab at only five years old. After the annexation of the Punjab to British territories, the Maharajah was exiled to England in 1854 and looked upon as an adopted son of Queen Victoria. His relationship with the British establishment was fraught due to their manipulations and the terror of the Anglo-Sikh war.

Learn more about Maharajah Duleep Singh here

Cornelia Sorabji (1866 – 1954)

Sorabji was the first woman to study law at Oxford University in 1889, having fought a long battle to sit the law exam alongside her male colleagues. This was the first victory for opening up the profession to women and equality in higher education. She retired in Britain in the 1930s, working as a writer and broadcaster.

Learn more about Cornelia Sorabji here

Frederick Akbar Mahomed (1872 – 1884)

The grandson of Sake Dean Mahomed, Mahomed was an Englishman of mixed Indian and Irish descent who made substantial contributions to the study of high blood pressure. He also initiated the Collective Investigation Record for the British Medical Association, the precursor of modern collaborative clinical trials.

Learn more about Frederick Akbar Mahomed here

Princess Sophia Duleep Singh (1876 – 1948)

Singh is best known as a suffragette and women’s rights campaigner. As the daughter of Maharaja Duleep Singh and goddaughter of the Queen, she used her fame and position in the fight for gender equality in the early 20th century, leading movements such as the Women’s Tax Resistance League. Singh also volunteered as a British Red Cross nurse.

Learn more about Princess Sophia Duleep Singh here

20th Century

Aftab Ali (1907 – 1972)

Ali was an early 20th-century Bengali social reformer, British Indian and East Pakistani politician, and entrepreneur. His work is recognised to have helped thousands of British South Asian lascars to migrate, settle and find employment in Britain.

Learn more about Aftab Ali here

Shah Abdul Majod Quershi (1915 – 2003)

Quershi was an early British-Bangladeshi restaurateur and social reformer. He is notable for being involved in the early politics of British Asians and pioneering social welfare work for the working-class diaspora in the United Kingdom. He was the first ever Sylheti to open up a restaurant in the United Kingdom, and his restaurants were one of the earliest Indian restaurants at the time.

Learn more about Shah Abdul Majod Quershi here

Freddie Mercury (1946 – 1991)

Born Farrokh Bulsara, Mercury was a British singer, songwriter, record producer and the lead vocalist of the rock band Queen. Regarded as one of the greatest singers in the history of rock music with his four-octave range and ‘flamboyant’ stage persona, Mercury’s later private battle with AIDS and death shocked the world.

Learn more about Freddie Mercury here

Shivananda Khan OBE (1948 – 2013)

Khan is renowned for his life-long activist work for queer and South Asian rights. Whilst attending university, Khan became the first gay South Asian sex worker in Manchester. Disenfranchised by the treatment of sexual minorities of South Asian descent in the West, Khan co-founded Shakti in 1998, a collective for South Asian gay and lesbian people, alongside Poulomi Desai. He further founded the Naz Foundation with Desai in 1991, and was made an OBE in 2005.

Learn more about Shivananda Khan OBE here

If you are interested in gaining a further understanding of the rich history of South Asians in Britain, the British Library has a wealth of resources here: https://www.bl.uk/asians-in-britain.

South Asian Heritage Month 2023

The University of Kent is delighted to celebrate South Asian Heritage Month this year, between the dates of the 18^th of July and the 17^th of August.

British South Asians form a large percentage of the UK population, and naturally encompass a significant number of the staff and students represented within the vast community here at the University of Kent. The contributions of these Brits to entertainment, politics, science, sports, and many other areas central to British culture cannot be understated, rather, it is important that we take the time to recognise and celebrate such achievements.

Indeed, one of the core messages behind South Asian Heritage Month is seeking to understand, commemorate,, and celebrate the diverse cultures, communities and history that tie the UK and South Asia together.

According to the South Asian Heritage Trust (https://southasianheritage.org.uk/), South Asian Heritage Month encompasses several independence days connected to South Asian countries. The beginning and end dates of SAHM particularly call back to two significant events in 1947; the 18^th of July marks the date that the Indian Independence Act gained royal assent from King George VI, whilst the 17^th of August marks the date of publication of the Radcliffe Line, which established where the borders between India, West Pakistan, and East Pakistan (now Bangladesh) would be.

In 2023, the theme of South Asian Heritage Month is ‘Stories to Tell’. We have therefore chosen to focus our efforts on gathering articles which shed a light on the perspective of South Asian Brits in the 21^st Century, as well as the past that has shaped us all. This will include written interviews with the authors of last year’s South Asian Heritage Week’s stories, that along with a plethora of resources, will be released over the coming weeks. We also invite you to check out the developments on our new South Asian Heritage page, available here: https://www.kent.ac.uk/equality-diversity-inclusivity/student-edi/history-months/south-asian-heritage.

We hope you all enjoy the rest of your summer – and, of course, South Asian Heritage Month!

Disability History Month – how we marked it at Kent in 2022

To decide how to celebrate and mark Disability History Month this year, members of Kent Union, staff and students from a variety of divisions, networks, and groups across the Medway and Canterbury campuses met frequently throughout the term to plan and collaborate. Sharing ideas and looking at how far we have come has been part of the process in continuing to think of new and inspiring ways not only to celebrate Disability History Month, but also to identify areas where there work is still needed to continue to grow and develop new inclusive ways to remove barriers.

Event highlights

Exhibition and film screening

Student Engagement and Communications Officer Natalia Crisanti and Deputy Vice Chancellor (Academic Strategy, Planning, and Performance) Professor Georgina Randsley de Moura, introduced the screening of a number of short videos called ‘Our Stories’ (BSL interpreted) with students and staff, current and past, talking about their experiences of disability. The films emphasise considering and anticipating the seen and unseen needs of all, with people listening to one another carefully and understanding that each person is the authority on their own best conditions for thriving. With such a wealth of inspirational people at Kent it has been a great opportunity to take time to focus and reflect on our community and what disability means to us as a University. Janice Markey, Kent’s Head of Equality, Diversity and Inclusion notes that “the exhibition and screening [which took place on 6 December] are an inspiring impetus for us in our work to create an environment at Kent which is welcoming and inclusive for all”. For more on the screening and exhibition opening, read the blogpost summarising this event. You can also watch a video version of the timeline (narrated, with closed captions), or read a slightly abridged version on Kent’s Disability History Month webpage.

Chloe Timms author talk
Former student Chloe Timms returned to Kent to give a talk on her debut novel ‘The Seawomen’ (2022). Chloe discussed about how she became a published author alongside the challenges of being a disabled writer. To find out more about her professional journey, visit Chloe Timms’ blog.

Research and career opportunities

Also this month was an opportunity for one of our PhD students to showcase her research with a Virtual Reality Wheelchair Driving Experience, and the Careers and Employability Service hosted a number of online groups for students, including workshops on how to ask for adjustments in the workplace, and sessions on the Change 100 internship scheme, which offers paid summer work placements for students with disabilities.

Finger casting workshop

On the topic of health and wellbeing, a finger casting workshop was held whereby participants could let their artistic sides show through creating their own finger sculpture and foil embossed artwork. The idea was to encourage awareness and connection with the body through creativity.

Millie Knight – sports champion talk

Kent Union’s focus was on creating opportunities for students to come together and learn from each other. Their events included plant pot painting and a talk from former student, and four-time Paralympic skiing medallist and Karate world champion, Millie Knight. Thomas Freeston, Vice President of Welfare and Community was Kent Union’s lead on DHM, and reflected on the month as an “opportunity to celebrate the achievements of people living with a disability and also raise awareness”.

What’s next? Let’s shape tomorrow together…

Of course, opportunities for discussion and progress are not limited to Disability History Month. You can get involved in many different ways throughout the year. Perhaps through the Staff Disability Network and Student Accessibility Network. Please contact EqualityAndDiversity@kent.ac.uk if you would like to share any ideas or feedback about this year’s disability history month or disability provision in general.

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Did you know that Student Support and Wellbeing (SSW) advisers can help students set up the support they need at any time during their studies? Check out this guide on Seeking Support from SSW for more information.

Follow #DHMKent22 and #InclusiveKent on social media for the latest, and if you would like to contribute your experience and perspective to conversations, podcasts or articles on this theme, please email StudentServicesWeb@kent.ac.uk.

Written by Maddy Kendall, Joshua Stevens and Natalia Crisanti, Student Services, 13.12.22

What’s on for Disability History Month

As Disability History Month continues, check out what’s on this week for DHM for staff to participate in:

Wednesday 23 November 13:00 – 14:00 DHM: Thinking about accessibility: ideas for inclusion. An interactive workshop to learn more about accessible practices that you can use in your work or study through a fun game of Cards for Inclusion and some crowdsourced tips and ideas. Book your place online via Eventbrite
Friday 25 November 11:00 – 12:00: Asking for Reasonable Adjustments in the Workplace. This online one hour workshop from 11-12 will look at what reasonable adjustments you can expect and how to ask for these if you have a disability or health condition. The online booking via TARGETconnect may require a student ID, but the session is open to staff, follow event guidelines to book on.
Next week, but limited places, book now!
Thursday 1 December 09:30 – 12:30: Deaf Awareness Session for all staff, to be booked via Staff Connect. This session will look at hearing loss, basic sign language and how you can better support our deaf community.

If you have any queries, please email WellbeingEvents@kent.ac.uk.

Our staff tell their stories for Disability History Month

Check out these video shorts on lived experience of disability, where Kent staff Anna, Maisie and Hannah share their experiences and what they wish people understood about various chronic conditions, dyslexia and ADHD.

Join us for Medway Pride 2022!

Saturday 20 August is Medway Pride and we are excited to announce that we are sponsoring the event alongside the University of Greenwich and Canterbury Christ Church University, under the Universities at Medway banner.

The parade will pass through Rochester High Street at 10:45, and is followed by a star-studded event in the Rochester Castle Gardens from 12:00. Find out more about the schedule and line-up.

Take Part in the Parade

University of Kent LGBTQ+ staff, students, and allies are all warmly welcomed to take part in the parade. We will be walking as a group ‘Universities at Medway’ and you can register through the main Eventbrite page. Please register, choose to get tickets as an organisation member, type ‘Universities at Medway’ into the text box, click it in the drop-down menu and you will be able to register for your tickets. Instructions of where to meet to get wristbands on the day are part of the ticket registration.

We look foward to seeing you there!

Kent’s commitment against sexual violence: progress in the last year

A review of our campaigns, actions and pledges to foster a culture of consent and respect that’s University wide and palpable for students, staff and visitors.

As the conversation on sexual violence gets louder in society, we at the University of Kent have been working hard so that our university campuses stay positive and safe places. Our ongoing commitment to keep the members of our community safe became more visible this past academic year as we launched our new ‘Consent. Get it. Full Stop.‘ campaign to cultivate and strengthen our awareness and understanding of consent and to continue working to prevent harassment and sexual misconduct from taking place within our community. We have also worked on promoting the specialist support we have available in recognition of the difficulties faced by victim-survivors, and made changes to our policies, procedures and guidance documents to address concerns that were voiced to us by students and staff.

Five concepts were at the heart of this year’s work in tackling sexual misconduct and keeping our campuses safe: Transparency, Preventing, Reporting, Responding and Supporting. As the academic year comes to an end, we want to make good on the first of these – transparency – by highlighting some of our top achievements in each of these areas.

Prevention – Everyone at the university matters when it comes to tackling unacceptable behaviours.

We launched a university-wide campaign entitled ‘Consent. Get it. Full stop.’ which has a strong presence on social media and our webpages, with clear and thought-provoking messages about consent and healthy relationships. As part of this campaign we ran a number of initiatives including the ‘Celebrating Consent Day’ event, where we took the opportunity to promote policies, procedures, and support available.
This year we have seen senior leaders make a clearer and more visible commitment to tackle sexual misconduct. In November, Deputy Vice-Chancellor Professor Richard Reece called for community-wide reflection and discussion in the form of an all-student email released on International Day of Elimination of Violence Against Women and Girls.
A focus group entitled ‘Safety on Campus’ has been created. This groups exists as a collaboration between staff and students including representatives from Respect the No, Women’s Network, BAME Network, Disability Network, LGBTQIA+ Network, and UN Women UK Kent Society, to name a few, as well as individual students. In this forum, students can openly discuss concerns about safety on and off campus, providing a clear line of communication between students and the University. We have discussed all initiatives and campaigns relating to sexual misconduct within this forum, giving students the opportunity to provide feedback and shape our work in this area.

Responding – We want everyone to know what to do and where to go.

We have created and circulated new guidance documents (in accessible formats) to students and staff on what to do if they: 1. have experienced sexual misconduct, 2. are accused of an incident and 3. if, as a member of staff, an incident is disclosed to them. A staff facing page where staff can find more information about how to respond to disclosures, how to take part in the campaign and the training available to them as all so been created and can be found on Staff Guide.
The University has recruited a student intern as a Campaign and Project Assistant which provided a stronger link to our student body, ensuring that student voice and collaboration with students are kept at the forefront of all our work in this area. This role has brought helped bridge gaps between staff working in this area and the student body and will be in place for the next academic year as well to keep this collaboration going.
Sexual misconduct became a permanent feature on the agenda of our Education and Student Experience Board to ensure that continued progress is regularly reviewed.
We have arranged for multiple opportunities for staff training:
- The Specialist Wellbeing Manager provided specific training to Sexual Assault Responders – a cohort of substantive staff that are trained to respond out of hours to students disclosing sexual violence.
- A new e-learning module entitled ‘Responding to Student Disclosures of Sexual Misconduct’ is now available for all staff to complete.
- Front line staff have been provided with the opportunity to attend specialist training from Protection Against Stalking (PAS).
- All Student Conduct and Complaints Officers have been provided with training from Lime Culture in conducting trauma informed investigations.

Reporting – We want our students’ voices to be heard.

We have introduced a new reporting tool, Report and Support. This platform allows for support articles to be made available to students with information on University of Kent procedures and how to access support internally and externally. The data gathered will enable us to identifying potential trends and/or areas of concern, to enable a tailored response. Report and Support will also enable us to increase our commitment to transparency as we plan to publish anonymised data gathered over the year.
A new Student Conduct and Complaints (SCCO) webpage has been created. This page provides information and guidance on how to submit a formal report to the University, and regulation documents for students to look at.
Our non-academic disciplinary regulations have been updated to include a specific appendix focused upon disclosures and investigation of Sexual Misconduct.

Supporting – We are here to support you. We want you to know the support we offer and how you can access it.

We have continued to promote the support available to students from within the university. This includes support from the Specialist Wellbeing Manager and Sexual Assault Responders (SARs) who provide round the clock practical and emotional support to student disclosing sexual misconduct.
We have done substantial work to increase transparency in relation to our processes. This includes the creation of a number of accessible visual guides relating to seeking support and reporting processes.
Throughout the year we have placed strong emphasis on the promotion of the support available to students. We have done this through our consent campaign, social media, posters around campus, podcast episodes, and blog articles.
With the introduction of Report and Support we ensure that students are able to access support in a timely manner. Students who choose to report anonymously still receive signposting information to enable them to access external support, should they prefer.

After such an eventful year, we at Kent can proudly say that as a community we have made substantial progress in a short time, surpassing in many aspects the Office for Students (OfS) statement of expectations. Still, we recognise that there is a long way to go and make meaningful, positive and long-lasting change in our community; as a University, we are committed on continuing this work with the help of both staff and students, to aim for a safe, respectful and supportive place for us to study, work and socialise.

Stay up-to-date as Kent walks the walk on this issue by following #ConsentGetIt on social media, and check out other articles on Consent.

Written by Student Services, 20.06.22

If you’d like to comment on or contribute to a podcast or article for Student Services, email us at StudentServicesWeb@kent.ac.uk.

A love letter to Heartstopper

By Dr Lindsey Cameron, Kirsty Gravestock [PhD student], Hannah Bassom and Abigail Lugg [undergraduate students], School of Psychology.

We can’t stop thinking about Heartstopper.  

Heartstopper has opened a ground-breaking new chapter in LGBTQ+ representation. This beautiful, unapologetic, boy meets boy love story follows two 15- and 16-year-old boys as they become friends, fall in love, and discover who they are. The boys are surrounded by their close circle of friends, each on their own journeys to understand their LGBTQ+ identity.  But Heartstopper is much more than a love story – Dr Lindsey Cameron and Kirsty Gravestock research diversity in young people’s media, and can tell you that this new Netflix series, and the books it is based on, is nothing short of radical and just what the world needs right now.  

The characters refer to homophobic and transphobic bullying they have experienced in the past, and there are several instances of homophobic victimisation depicted in the series, but the show focuses more on the positive relationships and lives the characters are building for themselves. This fictional, and somewhat rose-tinted view of life for LGBTQ+ young people may bring about complicated feelings for some in the LGBTQ+ community, but Heartstopper provides a joy and hope-filled view of what life could be like for LGBTQ+ young people today.  

“Heartstopper is a breath of fresh air – a book and TV series specifically created for young viewers. When myself and my girlfriend were growing up, we were surrounded by dominant heterosexual norms, but perhaps greater exposure and diversity in relation to LGBTQ+ media would have helped me work out my sexuality a lot earlier.” – Abigail Lugg

So here is why you should stop what you’re doing and watch (and read) it now – not just because it’s wonderful, but because decades of psychological research help show why it’s essential viewing for everyone. 

1.Representation matters – Heartstopper’s positive role models smash gay stereotypes and provide a much-needed shot of LGBTQ+ diversity, and we need more diversity in young people’s media. We need our young people, including LGBTQ+ young people, to see themselves reflected back in books, TV and film, to feel validated, valued, seen, and accepted. Mainstream shows featuring positive, life-affirming LGBTQ+ story lines send an important message: representation matters, equality matters, LGBTQ+ people matter.  

2.We need positive LGBTQ+ storylines for a younger audience –Whilst the show depicts 15- and 16-year-old characters, the storyline, characters and key messages will appeal to both younger and older audiences alike. It’s a show that younger adolescents, as well as older teenagers and their parents can watch together without too much cringe. And that is important: from a young age, parents are a crucial source of information for children as they learn about their social world. By watching Heartstopper with their children, parents will have an opportunity to talk about the LGBTQ+ community and identity (whether their child is part of the community or not), and maybe even inspiring their child to open up about their experiences. 

3.Challenging prejudice and stereotypes – Victimisation based on sexual orientation emerges mainly during early adolescence, when homophobic name-calling is common. Decades of research on diversity in books, films and TV tells us that that the simple but immersive act of reading and watching characters that are different to us in some way, and who we connect with, can reduce prejudice and stereotyping, build support for equality, and increase openness to diverse friendships. 

4.Being a good ally – Heartstopper models constructive ally behaviours by providing examples of how parents, peers and teachers can support and create comfortable environments for LGBTQ+ young people, as well as demonstrating potential ways of standing up for and supporting victims of LGBTQ+ bullying. Research tells us that viewing, and forming attachments to LGBTQ+ characters, as well as observing or engaging in cross-group friendships with LGBTQ+ peers, fosters empathy and constructive ally behaviours, helpful bystander reactions to homophobic bullying, and support for social change and equality.

“As a Gen-Z-TikTok-addicted-bisexual, it was shocking to see how accurately the plight of discovering one’s own sexuality was portrayed. From Nick’s confusion over suddenly liking a boy, to panic-searching BuzzFeed quizzes to determine his sexuality for him, to more serious topics such as homophobic bullying, Heartstopper truly shows people what it’s like to not be straight. Heartstopper works by showing us it’s okay to love who you love and be who you want to be unapologetically.” – Hannah Bassom

Heartstopper gives us a view of what life could and should be like for young LGBTQ+ people. And this is why Heartstopper is so important, and so radical: we need more unapologetic, joyful, positive stories like this for young people, filled with optimism, love and Pride.  

To see all the research references and find out more about the blogpost authors’ areas of study, please view the full blogpost on the Psychology website.

Join us for Pride Canterbury!

This Saturday (11 June) is Pride Canterbury! The parade will pass through Canterbury High Street at 11.30am and is followed by a star-studded festival in the city’s Dane John Gardens.

Take Part in the Parade

University of Kent LGBTQ+ staff, students, and allies are all warmly welcomed to take part in the parade. If you would like to march with us in pride, you can collect a wristband from EDI Adviser Kim Mulholland on Wednesday 8 and Thursday 9 June between 12.00 and 13.00 in the Gulbenkian Café. Wristbands will also be available to collect on the day, but please note that these will be distributed on a first-come-first-served basis.

On the day…

The University of Kent Parade Group will meet on the steps of the Marlowe theatre between 10.00 and 10.30 before walking to the Parade Staging Area together. Please be prompt, and remember to wear your best Pride outfit! A number of banners, placards and flags will be available for you.

See you there!

2022 Kent Staff Equality, Diversity and Inclusion Awards

Do you know a member of staff who has made a difference through their Equality, Diversity and Inclusion (EDI) work this year?

We recognise that EDI is the work of everyone and changes in daily practice make big impacts in the lives of those around us. Equality, Diversity and Inclusion (EDI) is ongoing work.

It requires continuous learning and relearning, with the understanding that there is often no end point, and that’s why we want to make sure this work does not go unnoticed.

We want to celebrate all the staff members who have made Kent a more inclusive community.

So, if you know of someone who has championed EDI in any way this year, let us know! Maybe someone has listened to your feedback and changed their practice to make it more inclusive?

Or perhaps you’ve noticed a small but significant action that someone in your team has made, that has changed your experience at work for the better? Whatever the action, big or small, we want to hear about it!

You can submit as many nominations as you want – we have so many fantastic members of staff working on EDI initiatives all year round.

An afternoon of tea and cake will take place on 8 June to celebrate the nominees.

Click here to nominate a staff member

Nominations will close at 8.00 on 24 May 2022. Invitations to the awards tea (on 8 June) will be issued on 31 May.

Challenging Racism project update

Update from Leroy | Race Equality Charter Co-ordinator

Since our last update the Equality, Diversity and Inclusivity (EDI) Team has been working on our Race Equality Charter (REC) and at the end of 2021, introduced our Race Equality Charter Self-Assessment (RECSAT) Team to analyse its data.

Here’s more information about the Race Equality Charter and the work being done by the Race Equality Charter Self-Assessment Team:

What is the REC?

The Race Equality Charter (REC) is an AdvanceHE charter mark focussed at Higher Education (HE) institutions reflecting and tackling race inequality. It follows fairly similar principles to AthenaSWAN with the exception that its focus is ethnicity rather than gender. It asks us as an institution to set up a Race Equality Charter Self-Assessment Team (RECSAT).

What is RECSAT?

The Race Equality Charter Self-Assessment Team (RECSAT), is the committee involved in analysing our application, commenting and critiquing on data.

We established the RECSAT in December 2021 and since then it has had two full meetings and they have been discussing topics such as the University’s wider EDI work alongside how we go about fulfilling REC requirements.

Outcome from the RECSAT meetings

The RECSAT decided to continue to use the term racially minoritised in Kent. While we know that the term racially minoritised isn’t perfect, we all acknowledge the problems the term Black, Asian and Minority Ethnic (BAME) brings, especially how it excludes some minoritised communities and homogenises others.

As set out in the Antiracism Strategy; racially minoritised is a term increasingly used in EDI work as an alternative to BAME as it highlights the social construction of racial categorisation. However, the term racially minoritised also has limitations:

it could be perceived as passive and limiting in terms of individual agency
it also risks homogenising the experience of individuals and communities who experience racism in different ways.

The term is used here fully aware of these limitations but in acknowledgement that there is no consensus on a new national preferred terminology as of yet.

Where we classify racially minoritised and we as an institution support racially minoritised individuals, there may be a mismatch in support from external providers and we are looking to see how we can do that effectively.

We would encourage staff and students to talk to RECSAT members so that thoughts and opinions can enhance meetings. We would ask however to respect that the individuals are students and full time staff and may also have a lot of things on their plate alongside the vital work they are doing in the REC.

One of the other key things that our RECSAT emphasised in their previous meetings, is the importance of making spaces and mechanisms with proper throughput of lived experiences of staff and students. Members stressed the importance of listening and discussing these things and not losing the spaces that provide them, as well as ensuring what’s heard is acted upon and taken up with feedback and progress.

Discussions of the things that come out of RECSAT meetings will form part of the REC action plan as well.

The EDI Team has been working on our REC application with the input of the RECSAT and staff around the institution.

How you can get involved

If you’re a group of staff, a student network, Divisional EDI team, a person who wants to know more, get involved or mention something to us, do get in touch.

There are some quick and easy things you can do:

Have open discussions about EDI between yourselves and your Divisional/Departmental EDI teams. The more we talk, the more we can listen, the more we can improve. Those things can feed into the REC process and our EDI forum.
Ensure you’ve got your demographic information complete as possible and up to date on StaffConnect. We need to ensure we have as complete a picture as possible when we do our work to make sure it has the widest impact.

There are resources in Kent and across the board that can help you get started, enhance what you know with some intersectionality in Kent:

Progress on student demands

Throughout the REC and antiracism work we have been doing we are keeping a close eye on the student demands and what we can do to take more action on them.

Kent made its Antiracism Strategy in response to student demands as well as to incorporate the University’s commitment to being an antiracist institution. An action plan to that strategy is being made as part of our REC submission process to push the progress in a positive direction with meaningful accountability.

We are setting up a Harassment and Discrimination Prevention Group. The group will include staff and students and look at potentially being an independent panel having no senior management involved in the processes.

The excellent survey made by the BAME staff network is entering its next phase. Big shout out to the network co-chairs for the amazing piece of work they are continuing.

Other institutional progress

Kent has signed up to StellarHE Executive Development Programme for Diverse Leaders (BAME) in Higher Education. It is aimed at academic and professional staff aspiring to senior leadership positions in Higher Education and we have submitted our first round of staff to the programme.