Imbalances in Power: Classroom and supervision dynamics (Previous Staff-Led Events)
Queen Mary University of London in partnership with LAHP
Monday 21st October and Monday 11th November 2019
Doctoral study is fraught with power imbalances. The first and most important is that of the
supervisory relationship. In addition, teaching has become an important part of doctoral training. These sessions will focus on the ways in which sexual misconduct and race form part of the power imbalances that doctoral students must negotiate as researchers, supervisees and teachers.
Run and designed in collaboration with The 1752 Group and Farzana Khan, these two half-day training sessions are aimed at helping doctoral students to negotiate the many power imbalances that characterize PhD research, and teaching while also being a student yourself. Details for the
individual workshops are provided below.
Please note that participants must register for both sessions. An optional participant survey will be circulated before the first session to help instructors develop the workshop best suited to the group.
There are 15 places available on a first come first served basis. The workshops are targeted at PhD students currently, or soon to be teaching. In your email please state whether you are currently or about to commence teaching. 10 places are reserved for LAHP-funded doctoral students.
Understanding and addressing professional boundaries in sexual misconduct in higher education: A workshop for PhD students
Monday 21 October 2019
Workshop: 10.00am — 1.00pm
Lunch 1.00 — 2.00pm
Entering into doctoral research involves navigating new roles and relationships as you conduct
independent research under supervision, and begin lecturing and teaching roles within the
In this three-hour workshop run by The 1752 Group we will discuss teaching and supervisory
relationships and navigating relations of power that exist within higher education. The purpose is
to enable space to talk frankly about sexual misconduct in the context of the classroom, at
conferences, and in the department. Participants will have the opportunity to discuss and learn
more about two key aspects of the PhD experience: Professional boundaries in teaching and
supervision; and the different power dynamics within the range of teaching and learning
relationships doctoral students enter into while at university. There will be plenty of time for
discussion, questions and mutual learning from each other.
Dr Tiffany Page is co-founder of The 1752 Group, and a lecturer in the Department of Sociology at the University of Cambridge.
The 1752 Group is a UK-based research and lobby organisation working to end staff sexual misconduct in higher education. We work at a national level to research, educate and lobby for change by drawing attention to the complexity and impact of staff sexual misconduct on students and the sector, and proposing solutions to address these issues. www.1752group.com
Understanding and addressing power and privilege in our learning and working environments: A workshop for PhD students
Monday 11 November 2019
Workshop: 09.45am — 12.45pm
Lunch: 1.00 — 2.00pm
This session will focus on power dynamics in our learning and teaching environments. The session will particularly address working in environments with differently racialised bodies and
communities, and how expectations around teaching and evaluation can appear “neutral”, but
reproduce power dynamics beyond the classroom. Participants will encounter community principles and coping tools to enable the cultures we want to take forward and make in our teaching and learning practices. The workshop will address how to collectively support ways to consciously break reproducing harms / violence in our environments.
Farzana Khan is a writer, director, cultural producer and award-winning arts educator.
Farzana is the co-founder and Director of Healing Justice London, building community repair and self-transformation models based on non-eurocentric methods for communities of colour. She has over 10 years of background in Youth and Community work particularly focused on arts-based education projects both in the UK and internationally. Her academic focus has been on radical and transformative education through creativity. Farzana was the creative and strategic director at Voices that Shake, a project that brings together young people artists and campaigners to develop creative responses to social injustice. She ran this working at Platform London, a climate and social justice organisation working across arts. education, research and activism.
Farzana is a Fellow at the International Curatorial Forum. Currently, with the Stuart Hall
Foundation, she is mapping cultural resistance in the UK with launching and curating the Black
Cultural Black Activism Map. Her areas of work and writing focus on gender, racial justice and self and social transformation to interrupt cycles of harm and violence in service of community repair and self-healing. Farzana is a trustee at the Racial Justice Network. http://farzanakhan.net/about