FACE CONFERENCE: 2017 Reaching In and Reaching Out: Exploring issues of race, culture and identity through literature Karen Lipsedge (Project Leader KURG & Chair of KU REC SAT) Wendy Morris (Senior Information Advisor LRC & KURG) & Shani Thompson (Level 6, BA (Hons) English Literature & KURG student facilitator)

The Kingston University Reading Group: The transformative power of shared reading and discussion 9/13/2018 LIPSEDGE MORRIS; KURG & FACE CONFERENCE JUNE 2017

Your Bespoke KU Reading Group Session: Stage One! Please choose one of the example texts to focus on for your session. You will also need an A3 piece of paper, post-it notes & pens. Now, please select one 'thing' that you think is important in or to your chosen text. This 'thing' could be a repeated motif or image; a key theme; a word, or phrase; a concept; the context or setting for the ‘action’; the use of punctuation; pace etc. The choice is yours! Once everyone has chosen their one ‘thing’, discuss why each you think your 'thing' is important. recorded live on the Shore To Shore poetry tour.   9/13/2018 LIPSEDGE MORRIS; KURG & FACE CONFERENCE JUNE 2017

LIPSEDGE MORRIS: KU RG Project & FACE CONFERENCE 2017 Jackie Kay, reading ‘Extinction’, recorded live on the Shore To Shore poetry tour (June 2016).   http://www.picador.com/blog/june-2016/friday-poem-extinction-by-jackie-kay 9/13/2018 LIPSEDGE MORRIS: KU RG Project & FACE CONFERENCE 2017

Your Bespoke KU Reading Group Session: Stage Two! Where you go next with your discussions is up to you, as a group. After all, this is your reading group session. Below are some suggestions: You could remain with the first stage, and develop one area in particular. You could discuss the different contexts in which you could use the text (new staff training session; implicit bias training for managers; as part of a taught course for students; as part of an extra-curricular activity or open day workshop for potential new students and their parents/guardian; to start a focus group session; for a staff and students reading group session; for a school or community group session etc) You could discuss whether and how you would run reading group sessions in your HEI to enhance an awareness of EDI and/ or to use the REC as a platform for discussion and as a tool for change. You could discuss the potential impact of using one of these texts, and how you would manage any difficulties that may arise. For instance, as facilitator what would you do if a participant used offensive language; if there was a disagreement or argument; if there was evidence of hostile behaviour etc. Is it the role of the facilitator to resolve conflict? 9/13/2018 LIPSEDGE MORRIS; KURG & FACE CONFERENCE JUNE 2017

KU Reading Group Overview: #1 Aim: to facilitate discussion and encourage new perspectives in relation to race, culture and identity as a means of promoting race equality. Models of Good Practice: KU Big Read & Reader organisation. Collaborative in Approach & Practice: WP; EDI; Student Services; LRC; Local Organisations; Schools Drivers: Race Equality Charter Mark Award; KU strategic plan & EDI Transformative power of shared reading and discussion: Text as focus of discussions & stepping stone for sharing ideas about race, culture and identity Pilot for KU Reading Group: Staff & Students, LRC Café, 14.4.16 9/13/2018 LIPSEDGE MORRIS; KURG & FACE CONFERENCE JUNE 2017

KU Reading Group: Group Reading in Action Reading Group Dynamic: Role of facilitator & nature of discussions. Texts; Participants & Session Dynamics: Feedback: ‘real buzz’’; “embracing diversity is very important’’; “enjoyable”; “interesting;” “comfortable” atmosphere; “different”; “fun!”; “fantastic!”. Sustaining and Growing the KU RG: Funding & practicalities, and future development PTO: some egs of texts: Pilot for KU Reading Group: Staff & Students, LRC Café, 14.4.16 9/13/2018 LIPSEDGE MORRIS; KURG & FACE CONFERENCE JUNE 2017

KU RG Sessions: Small Example of Texts Used. Some of texts used with different groups Now it is your turn 9/13/2018 LIPSEDGE MORRIS; KURG & FACE CONFERENCE JUNE 2017

Thank you. any questions? For further information please contact K.Lipsedge@Kingston.ac.uk. 9/13/2018 LIPSEDGE MORRIS; KURG & FACE CONFERENCE JUNE 2017

Some suggestions for further reading resources Gay, G, (2002) ‘Preparing for Culturally Responsive Teaching’, Journal of Teacher Education, 53, pp.106-116. Morris, W. (2016) ‘The Big Read: how shared reading transforms lives’, CILIP Update, November, pp. 32 – 34. The Reader organisation: http://www.thereader.org.uk/ (accessed on 9th February 2017) Tate, S A. & Bagguley, P., (2017) ‘Building the Anti-Racist University: Next Steps’, Race, Ethnicity and Education, 20, pp.289-299: http://dx.doi.org/10.1080/13613324.2016.1260227 (accessed on 11th June 2017) Warikoo, N., K., (2016) The Diversity Bargain: And Other Dilemmas of Race, Admissions, and Meritocracy at Elite Universities (Chicago: University of Chicago Press). 9/13/2018 LIPSEDGE MORRIS; KURG & FACE CONFERENCE JUNE 2017