Suka-Bill, Zeynab; (2024) Decolonising Arts Education: a case study of institutional student engagement. Doctoral thesis (Ed.D), UCL (University College London).

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Abstract

The study problematises and evaluates the imperative for student involvement in the broader decolonisation agenda within British Creative Arts Universities, where racial disparities persist. Existing student engagement frameworks, such as Astin’s (1984) Theory of Student Involvement, often overlook the significance of race and intersectionality, focusing disproportionately on highly engaged students (Harper & Quaye, 2020). To address this gap, the case study proposes to disrupt hegemonic discourses surrounding student engagement in universities by examining how racially minoritised students understand engagement and non-engagement with decolonising practices whilst unearthing institutional practices operationalised within a historically racialised and classed context. The research was conducted within a single institution, referred to by the pseudonym “Creative Canvas University.” An innovative qualitative research methodology was employed, incorporating listening rooms and focus groups to gather rich and nuanced data from both staff and students. This approach was designed to explore the diverse perspectives within the institution. Critical Race Theory (CRT) provided the theoretical framework for constructing composite counter-stories that highlighted the experiences of racialised students with decolonial practices. These counter-stories served to amplify the voices of students who are often marginalised in traditional narratives. In parallel, CWS was utilised to critically examine and expose institutional practices that reinforce and perpetuate Whiteness. By combining these two frameworks, the study aimed to uncover the complex layers of student engagement within the ongoing decolonisation discourse at the Creative Canvas University. The research uncovers six pivotal themes influencing student engagement in the decolonisation process: navigation of institutional structures, grappling with scepticism surrounding the effectiveness of decolonisation efforts, White ignorance, the impact of meritocracy, protected self-interest, and tokenism. These findings provide a comprehensive lens through which the complexities of student involvement in the decolonisation discourse can be understood, offering valuable insights for institutions seeking to foster inclusive educational environments. Emphasising the need to critically examine the university's role in perpetuating colonial structures suggests that meaningful change requires a profound critique of institutional student engagement practices. This research contributes to the ongoing dialogue on decolonisation in higher education, urging institutions to confront and transform their practices for a more equitable future.

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