Ethnicity and justice - academic management: research mapping

Annex 6: Other relevant research

Table 6: Other relevant research, listed alphabetically by research title

Project Title and Brief Description, including publication details / link if available

Black theatre audiences: what are the motivations, experiences and behaviours of Black theatre-goers? (funded by AHRC) (findings not yet published) (current)

Respondent’s Institution

University of Edinburgh, School of Social and Political Science

Permission to re-contact?

Yes

Project Title and Brief Description, including publication details / link if available

Experiences of BAME creative workers - being marginalised, typecast, treated as if any successful projects are the result of positive discrimination rather than merit - published as a chapter ("I was the only ..." in book I co-authored, "Culture is bad for you", which looks at how the classed, raced and gendered exclusions from creative work affect the culture that is produce and who/how communities are represented. (previous)

Respondent’s Institution

University of Edinburgh, School of Social and Political Science

Permission to re-contact?

Yes

Project Title and Brief Description, including publication details / link if available

Living Histories of Sugar in the West Indies and Scotland: focus on re-telling histories of connection to sugar, slavery and sugar refinery work through performance; funded by the AHRC; final performance in Scotland will be in early October 2022 (current)

Respondent’s Institution

University of Edinburgh, School of GeoSciences

Permission to re-contact?

Yes

Project Title and Brief Description, including publication details / link if available

Scottish primary school teachers and their teaching of anti-racism in practice. The study was a self-funded PhD, completed. It found different levels of enactment of national policy (the Equality Act 2008, 2010, Curriculum for Excellence, the Public Sector Equality Duty) across local government and school levels, with individual teachers only undertaking such work if they have personal experience of difference (for example, living in another country, speaking other languages, having friends or neighbours who were minority ethnic); and if they have explicit support and encouragement from their Head teachers. The study also found little regard to the Equality Duty at the local authority level, with minimal translation of national policy to local policy levels. Any and all such work is only done at the level of individual class teachers and guidance, such as Race Equality Plans etc. (in most cases non-existent) is not helpful, not used and not relevant. (previous)

I am happy to engage further with the SG if needed.

Respondent’s Institution

University of Edinburgh

Permission to re-contact?

Yes

Project Title and Brief Description, including publication details / link if available

Visualising Sugaropolis: focus on developing educational resources for school children, about histories of connection to sugar, slavery and sugar refinery work, with a focus on the Inverclyde area of Scotland. Focus on sensory memories and digital methods such as games to engage young people. Online Exhibition developing, available here (current).

Respondent’s Institution

University of Edinburgh, School of GeoSciences

Permission to re-contact?

Yes

Justice Analytical Services

October 2021