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The introduction sets out the context from which the book was brought together. It argues that Black doctoral students have come through the system of doctoral study to the PhD in spite of, not because of, the system. These students have shown amazing tenacity and resilience against great odds to study for the highest academic qualification. The introduction argues that the experiences of Black students in higher education is tied to the wider experiences of Black communities in Britain. An experience that has been characterised and shaped by the legacies of colonialism, transatlantic enslavement and the contemporary nightmare of institutionalised racism. The introduction shows how higher education attempts to set itself above the furore of ‘race’ but is heavily implicated in practices that devalue and dehumanise Black and Brown bodies. The awarding gap, the lack of Black professors and the unacknowledged colonial histories of institutions and disciplines prove universities have deep-seated racism issues. Having set out the context, the introduction outlines the methodology that grounds that work, which follows the cycle of studying for a PhD from application through to graduation. The introduction ends with a call to create an academic environment free from racism.
In this chapter the author outlines how an academic network for Black postgraduate and community members was started and developed, the African Diaspora Postgraduate Network. The author reveals how his early experiences as an isolated PhD student shaped his understanding of doctoral study, so that when an opportunity arose to collaborate with an academic colleague, the idea of a Black doctoral support network was born. The chapter charts the development of the group and its ethos of providing a safe and supportive space for students to develop Black intellectual curiosity and showcase their Black genius. The author highlights how a spirit of ubuntu was tantamount to the success of the group. Everyone was welcome to attend and Chatham House rules were observed, so that students could express the highs and lows of their educational journeys and get advice from a Black perspective on how to pull through and succeed.
The final chapter in this part, ‘The missing ones’, is a space to recognise missing contributions. The reader is invited to reflect on the many Black scholars who, for whatever reason associated with the machinations of doctoral study, have been airbrushed from the pages of academia. This chapter puts into context that, beyond the many stories in the book, there are still many voices of Black scholars in the UK that have yet to be meaningfully recognised.
This unique book charts the journeys of Black doctoral students through UK higher education.
Using powerful firsthand accounts, the book details the experiences of Black PhD students. From application through to graduation and beyond, the book offers key insights into the workings of higher education, highlighting the structural barriers that impede progress. Challenges and recommendations are issued for the sector and wider community. This text is a witness to the tenacity and brilliance of Black students to achieve against the odds.
A game changer for the sector. Essential reading for anyone interested in equity and inclusion in higher education.
