Race, Empire and Education

Knowledge, representation, recognition in turbulent times

18 January 2019, 2-4pm, Room 2S5 (*room change*), Donald McIntyre Building, Faculty of Education

Professor Lester-Irabinna Rigney (Kings College London & University of South Australia), with a response from Olivia Slater, (University of Cambridge)

    • What is Indigenist and Indigenism?
    • How does the colonizer share space with those it colonizes?
    • What are colonized solutions and perspectives?
    • Why is place so important to indigenous theory?


  • Rigney, L. (2001) ‘A First Perspective of Indigenous Australian Participation in Science: Framing Indigenous Research Towards Indigenous Australian Intellectual Sovereignty,’ Kaurna Higher Education Journal, (7)1-13 – http://bit.ly/2RyVew7
  • Fredericks, B. (2009) ‘There is nothing that ‘identifies me to that place’ Indigenous
    Women’s Perceptions of Health Spaces and Places,’ Cultural Studies Review, 15 (2): 46-61 – http://bit.ly/2RFiWXA
  • Nakata, M. (2007) ‘The Cultural Interface. ((Re)Contesting Indigenous Knowledges & Indigenous Studies,’ 36 (1): 7-14 – http://bit.ly/2CTG0ts

Is another University possible?: Reflections on 50 years of black struggle at University of California San Diego

8 February 2019, 2-4pm, Room 2S3, Donald McIntyre Building, Faculty of Education 

Danny Widener (University of California San Diego and fellow at CRASSH and Wolfson College during 2018-2019)

This talk examines three moments of racial crisis/unrest at UC San Diego in order to ask questions about the nominal role of education in social equality, the persistence and challenges of inter -ethnic coalitions, the present moment of managed diversity and Afropessimism, and the future of anti – racist struggle in elite research universities.


Rodrick Ferguson, We Demand: The University and Student protests, Chapter 1 – http://bit.ly/2GS44RF Chapter 3 – http://bit.ly/2saFUaV Chapter 4 – http://bit.ly/2BYpGG9

The Erasures of Race and Racism in Education and International Development: Re-Reading the ‘global learning crisis’

22 February 2019, 2-4pm, Room 2S3, Donald McIntyre Building, Faculty of Education

Panel Discussion with Professor Pauline Rose, Dr Arathi Sriprakash, Professor Leon Tikly and Sharon Walker (In collaboration with the REAL Centre)


Sriprakash, A. Tikly, L. & Walker, S. (2019) ‘The erasures of racism in education and international development: re-reading the ‘global learning crisis’ Pre-proof draft http://bit.ly/2M5493q

Film Screening, Seminar, Paper and Discussion

1 March 2019, 2-5.30pm, Room 2S3, Donald McIntyre Building, Faculty of Education

Screening of Lionel Ngakane’s Jemima & Johnny (1966)

Followed by Chris Jeppesen (Postdoctoral associate Jesus College, University of Cambridge) presenting his paper: ‘‘The most controversial children’s drama ever made’: Grange Hill, race, and comprehensive schooling in 1980s England’ with a response from Sharon Walker (University of Cambridge)

What was the meaning of Rhodes Must Fall? (Oxford, 2015-2016) and of Dismantling The Master’s House? (UCL, 2014-2015)

8th March 2019, 2pm-4pm, Room 2S3, Donald McIntyre Building, Faculty of Education

Dr Nathaniel Adam Tobias Coleman, who was an academic ally in both these student-led social movements, theorises their meaning, from Black Queer-Trans perspectives, in retrospect and rearguard.

Dr Coleman is senior teaching associate (‘Sexuality and Society’ and ‘Modern Slavery: Issues and Debates) at the University of Bristol, and honorary research fellow in history at the University of Birmingham and sociology at the University of Warwick – where, with the Global Warwickshire Collective, they facilitate ‘Windrush Strikes Back: Decolonising Warwickshire’.


On Rhodes Must Fall

On Dismantling the Master’s House

The group is convened by: