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Facilitating Conversations about Race: Staff Views on the Importance of Accountability and Trust in a Student-Led Project

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Title: Facilitating Conversations about Race: Staff Views on the Importance of Accountability and Trust in a Student-Led Project
Language: English
Authors: Claire Hamshire (ORCID 0000-0002-8585-2207), Rachel Forsyth (ORCID 0000-0001-7401-2870)
Source: International Journal for Academic Development. 2025 30(1):82-94.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Race, Universities, Minority Group Students, College Students, School Personnel, Interpersonal Communication, Trust (Psychology), Accountability, Educational Change, Racism, Foreign Countries
Geographic Terms: United Kingdom
DOI: 10.1080/1360144X.2024.2349929
ISSN: 1360-144X
1470-1324
Abstract: Significant conversations provide a private and safe space for teachers to develop their thinking about teaching and learning. These conversations are important to academic development but may be limited by their privacy, although Roxå & Mårtensson noted that it was possible to create a culture which led to extended networks. This study explores how the concept of such conversations can be developed further to contribute to institutional change and the development of inclusive learning communities. Led by students of colour, a project, 'The Big Change', was designed to provide an empowering space for open and non-judgemental conversations between students and staff about the experiences of student of colour in a modern university. The paper explores the experiences of the staff (N = 15) who participated in online focus groups in which they explored their experiences of the project and the complexities of vulnerability and public discourses. Within these focus groups we provided a space for conversations in which trust and accountability were identified as key factors for meaningful change, particularly in a sensitive area of work such as anti-racism. This approach, based on student-led interventions plus safe conversations, provides a model for facilitating cultural change within higher education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1467975
Database: ERIC
FullText Text:
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  Data: Facilitating Conversations about Race: Staff Views on the Importance of Accountability and Trust in a Student-Led Project
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  Data: <searchLink fieldCode="AR" term="%22Claire+Hamshire%22">Claire Hamshire</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8585-2207">0000-0002-8585-2207</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachel+Forsyth%22">Rachel Forsyth</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7401-2870">0000-0001-7401-2870</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Academic+Development%22"><i>International Journal for Academic Development</i></searchLink>. 2025 30(1):82-94.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 13
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22School+Personnel%22">School Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Data: 10.1080/1360144X.2024.2349929
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  Data: 1360-144X<br />1470-1324
– Name: Abstract
  Label: Abstract
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  Data: Significant conversations provide a private and safe space for teachers to develop their thinking about teaching and learning. These conversations are important to academic development but may be limited by their privacy, although Roxå & Mårtensson noted that it was possible to create a culture which led to extended networks. This study explores how the concept of such conversations can be developed further to contribute to institutional change and the development of inclusive learning communities. Led by students of colour, a project, 'The Big Change', was designed to provide an empowering space for open and non-judgemental conversations between students and staff about the experiences of student of colour in a modern university. The paper explores the experiences of the staff (N = 15) who participated in online focus groups in which they explored their experiences of the project and the complexities of vulnerability and public discourses. Within these focus groups we provided a space for conversations in which trust and accountability were identified as key factors for meaningful change, particularly in a sensitive area of work such as anti-racism. This approach, based on student-led interventions plus safe conversations, provides a model for facilitating cultural change within higher education.
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        Value: 10.1080/1360144X.2024.2349929
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 82
    Subjects:
      – SubjectFull: Race
        Type: general
      – SubjectFull: Universities
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      – SubjectFull: Minority Group Students
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      – SubjectFull: School Personnel
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      – SubjectFull: Interpersonal Communication
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      – SubjectFull: Trust (Psychology)
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      – SubjectFull: Accountability
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      – SubjectFull: Educational Change
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      – SubjectFull: Racism
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      – SubjectFull: Foreign Countries
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      – SubjectFull: United Kingdom
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