1,721,079 research outputs found
Introduction: systematic Islamophobia in UK higher education
No full textThis introductory chapter explores the pervasive issue of Islamophobia within UK higher education, a microcosm reflecting broader societal and institutionalised biases against Muslims. Against a backdrop of escalating Islamophobia nationally and globally, the chapter situates its analysis within the socio-political and cultural landscape of the UK, examining how such prejudice manifests in higher education. The chapter highlights the uniqueness of this edited collection which centers Muslim voices and offers practical recommendations for cultivating equitable university environments that enable Muslim students and staff to thrive. The chapter concludes by reiterating the edited collection as a vital resource for academics, policymakers, and practitioners committed to dismantling systemic Islamophobia and promoting inclusivity in education
Conclusion: What Can We Do to Support the Mental Wellbeing of Pupils from Diverse Backgrounds?
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Intersectional oppression: A reflexive dialogue between Muslim academics and their experiences of Islamophobia and exclusion in UK Higher Education
No full textIslamophobia has seen a disturbing rise in British and international contexts; however, we see limited attention being afforded to this in the context of Higher Education (HE), particularly the impacts of this through the lens of staff members. HE continues to frame itself as a post-racial, secular, progressive, and inclusive space, yet is perpetually opposed due to its surreptitious and violent incidences of racism, classism, sexism and ableism. We discuss here, using liberatory-based and autoethnographic methodologies, Muslim staff members' experiences and insights of Islamophobia in UK HE institutions (HEIs)—a severely underrepresented group and largely invisible issue in the academy. We highlight the need to expose, challenge, question, and destabilise the continuous victimisation of Muslims within these spaces and beyond. We unpick issues related to intersectionality and different levels of exclusion by exploring the sense of belonging felt by Muslim staff; specific challenges and episodes of Islamophobia faced; and ways the sector can dismantle Islamophobia and begin developing practices to genuinely support anti-Muslim, anti-racist inclusion and social justice
Utilising the Race Equality Charter to embed religious equity for Muslim students and staff in Higher Education
No full textIn order for transformational change to occur in the UK Higher Education (HE) sector, this chapter proposes that national schemes such as the Race Equality Charter (REC) must be made mandatory. The REC is a nationally recognised charter mark which aims to improve the representation, progression, and success of racially minoritised students and staff in HE (Advance HE, 2023a). Drawing upon primarily qualitative data and author reflexivity, the chapter will centre the lived experiences of racially minoritised Muslim students and staff to argue how nationally recognised diversity schemes can be used to similarly serve religiously minoritised communities in HE. Using an institutional case study, the chapter will describe a number of tangible actions that were developed by Muslim students and staff. The chapter will argue that the REC is a useful starting point for other universities to begin having courageous conversations about Islamophobia and the need to address racial and religious barriers facing Muslims in HE
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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