{"id":9195,"date":"2021-04-20T09:54:07","date_gmt":"2021-04-20T08:54:07","guid":{"rendered":"https:\/\/altc.alt.ac.uk\/blog\/?p=9195"},"modified":"2022-02-18T14:02:15","modified_gmt":"2022-02-18T14:02:15","slug":"the-anti-racism-learning-technology-community-of-practice-research-connected-activities-part-3-of-4","status":"publish","type":"post","link":"https:\/\/altc.alt.ac.uk\/blog\/2021\/04\/the-anti-racism-learning-technology-community-of-practice-research-connected-activities-part-3-of-4\/","title":{"rendered":"The Anti-Racism & Learning Technology Community of Practice: Research Connected Activities -Part 3 of 4"},"content":{"rendered":"\n

Research into anti-racism in learning technology<\/strong><\/h2>\n\n\n

Teeroumanee Nadan; Melissa Highton, University of Edinburgh; Dominic Pates, City University of London; Jim Turner, Liverpool John Moores University; Katie Gardner, University of the Arts London<\/p>\n\n\n\n

About the group<\/strong><\/h3>\n\n\n\n

We are a subset of the larger group of members of ALT<\/a> who have come together to think about how we can make changes in our workplaces, our work and our wider learning technology community. We have shared interests in conducting research which pays attention to the power structures and historical structural inequalities in workplaces. We understand that people\u2019s identities and social positions at work \u2013 particularly in the technology industry \u2013 are shaped by multiple and interconnected factors. These include a person\u2019s age, disability status, race and ethnicity, sex, gender identity, religion or belief, sexual orientation, socioeconomic background, and parental status amongst others. <\/p>\n\n\n\n

We recognise that a person\u2019s membership of a professional identity group such as \u2018researcher\u2019,  \u2018management\u2019, \u2018learning technologist,\u2019 \u2018HR professional\u2019 can also affect how we are perceived by ourselves and by colleagues. Racism is a deep-rooted issue that is emotionally intertwined with emotions, stress and anxiety, which in a professional world, can easily lead to an unproductive team or even department, and sometimes even institutions.  Our own backgrounds and identities shape our interest and choices in championing anti-racist activities, whether that be as strident campaigners or as tempered radicals. <\/p>\n\n\n\n

We hope to carry out original research under the auspices of this group. In our meetings we have identified several areas of potential research and we would be happy to hear your suggestions for more, feel free to contact any of the working group members.<\/p>\n\n\n\n

What is the gap?<\/strong><\/h3>\n\n\n\n

Equality, Diversity & Inclusion (EDI)  leadership is an area of leadership studies which is gaining popularity as organisations seek to ensure that they are best positioned to thrive in an increasingly diverse digital world. The experiences and attitudes of learning technology leaders to issues of equality, diversity and inclusion is key to institutions\u2019 organisational culture and the context in which institutional vision, policy and strategy for digital education is developed and delivered.<\/p>\n\n\n\n

The experiences of professional staff in universities is a growing area of interest to researchers as evidenced by several recent publications, but there are still only a few studies looking at professional groups and even fewer looking at diversity in universities\u2019 learning technology communities. Universities, colleges and schools provide an interesting context for research into leadership in diversity because they are complex organisations in which both their diversity and their digital stance play a role in both their business and their contribution to wider society. In many parts of the UK, universities are one of the largest employers in any given city and the priority given by their senior management to issues of equality, diversity and inclusion will be reflected in the policies and practices experienced by their workforce and students.  <\/p>\n\n\n\n

There are various sources of evidence which can be combined to improve strategic decision-making around diversity, inclusion and  anti-racism. These include: data from within organisations, research literature, professional expertise, and the views of key stakeholders. Of course, every organisation is different, and what works in one place may not work in another, so gathering case studies and stories will be important to capture the range of actions and activity in our sector. <\/p>\n\n\n\n

We hope, through undertaking research, to gain a better understanding of the nature of diversity within the learning technology community, the perceptions and experiences of learning technologists in relation to anti-racism and to help you become more aware of this issue and aware of the steps you might take individually, as a team or even as an institution. <\/p>\n\n\n\n

Ultimately, we might hope to establish a visible and accountable set of equality and diversity actions tailored specifically to learning technologists. Perhaps you might want to join us on this journey. <\/p>\n\n\n\n