This month marks a new departure for us at the Resource Centre, as we spread the word about our first open-access digital collection: A (very nearly) full set of the Commission for Racial Equality‘s (CRE) publications.
541 pamphlets, reports, guides, etc etc, covering all aspects of race relations policy, practice and debate in the UK, from 1976 to 2007. These publications can be accessed free, by anyone, through the University of Manchester Library’s digital collections database. We invite you all to browse the collection and spread the word!
As we wind up for our Christmas break (until Wednesday 3rd January) we’re reflecting on what an action-packed year 2017 has been for us. We’re not very good at shouting about our successes, but our colleagues and stakeholders at the University, in the city council and in the community often comment on how much we achieve for such a small team.
So, in the spirit of giving ourselves a well-deserved pat on the back, here are our 2017 highlights:
Hattie Charnley-Shaw has been working with us on the Hip Hop Collection project. Here she explains a bit about the project, about Hip Hop Studies and Hip Hop Education, and reflects on her work to date.
There’s no denying that Hip Hop is one of the most popular music genres in the world. Nor is there any denying that it has become a worldwide phenomenon in the realms of culture, fashion, and the visual arts too. Its existence in the world of education however, is far less widespread or acknowledged.
Libby Turner, a recent English and American Studies graduate from the University of Manchester, reflects on our recent Hip Hop, Spoken Word and the Library event. (We’ll be posting more about the Hip Hop Collection project next week…)
‘Hip Hop, Spoken Word and the Library – Transcending Borders? Reflections on a Decade of Grime and Young Identity’, brought together Hip Hop and Grime scholars, poets, radio professionals and talented young people for an evening of discussion and performance.
The event marks the launch of a brand new resource at the Central library Ahmed Iqbal Ullah Race Relations Resource Centre – one that focuses on the themes of hip hop, grime, spoken word, education and social justice. Continue reading →
Another interesting piece from theracetoread blog. This BAME young adult literature timeline highlights some of the key national race related events of the 1980s and 90s, including the founding of our Education Trust!
This week’s blog continues the history of Black and BAME British YA literature. 1981, the year that starts the second half of the timeline, is significant for YA literature. The end of what scholar Anthony DiGesare calls “the long 1970s”, a period when race was the focus for both Black and white Britons from Enoch Powell to future Guardian prize-winner Alex Wheatle, 1981 saw the Brixton Riots bring institutional racism into the spotlight for the first—but by no means the last—time.
YA novelist Alex Wheatle was among the people who experienced the Brixton Riot of 1981.
1981: The Brixton riots erupt as a response to the perceived racist attitudes of police against the Black British community. West Indian Children in our Schools, a government report authored by Anthony Rampton, calls for mainstream literature to better represent the increasingly diverse cultures of Britain. The Rampton report was written in response…
Most of us know the basics of using a lending library, and anyone who has studied history will have a grasp of what archives are, how they’re accessed and why they’re important. But seeing all of the possibilities of a collection for your particular area of study takes time; something many researchers don’t have. So we want to give you a few shortcuts, suggestions and an insider perspective, to help you make the best use of our archive and library collections.
Over the coming months our Honorary Research Associate Dr Alison Newby will be exploring the collection and putting together a series of blog posts about how it can be used. She’ll cover practicalities, such as how to use databases and collection information; she’ll highlight some collection strengths, such as studying oral histories; and she’ll also reflect on the issues that a collection like ours raises for research, such as reflecting a diversity of historical voices.
Alison is a historian by training, as well as a qualified coach working in the HE sector. For her, the roles of coach and historian involve using similar skills – including the abilities to see lots of different perspectives, and to pull together reflections based on the ‘stories’ people actually narrate. You can read about her coaching work here. On the history side, she completed her PhD on nineteenth-century American social and political history at the University of Manchester, and has been specialising in focused research projects bringing together race relations themes and materials from cultural institutions in the Manchester area. Having visited a variety of archives of different sizes in the UK and the USA, she is able to appreciate the strengths and weaknesses of each.
The posts in this Research Skills Series are aimed at researchers at all levels, so whether you’re just starting out with independent research or a school project, or you’re a seasoned researcher interested in maximising your time at the Resource Centre, we hope there will be something here for you. Check out the series to date (which includes some skills-focused past posts) in the Research skills category.
The final post in our Race and Crime series comes from Shu Chee: A guideline for students researching disparages in sentencing, and how the Race Relations Resource Centre’s Criminal Justice collection can help.
Your task: Write an essay on the racial disparities in trial and sentencing.
So it’s assessment time again; you have organised your lecture notes, exploited Google Scholar and the Westlaw database, gone through dozens of journal articles…and yet you just can’t seem to begin writing. Why are all my readings all over the place? Do I have sufficient evidence supporting claims of ‘lighter skin, lighter sentence’? Are my sources reliable and relevant?Continue reading →
In the third installment of our Race and Crime series Teeah Blake introduces the issues around disproportionate stop and search practices in the UK.
Philando Castile, Alton Sterling, Eric Garner, Freddie Gray, Tamir Rice. Recognise these names? Perhaps you would recognise their faces. They are just a few of the unarmed Black men who have been killed by police in the USA in recent years, and with the help of camera phones and Facebook live, we have been able to see these shootings as and when they happen. The media coverage of these events has been extensive and received by many, leading to the re-ignition of the Black Lives Matter Campaign (#BLM) with protests all over the USA, as well as here in the UK.
Courtesy of Imgur
This most violent type of racial discrimination is rarely seen in the UK. However, there is evidence of a persistent and damaging form of discrimination against ethnic minorities by police officers in the form of disproportionate stop and search.
Image courtesy Chris White (www.flickr.com/photos/76345608@N00)
Although most of us are aware that the police carry out stop and searches, few of us will have first-hand experience of the process. This means we’re basing our understanding of stop and search on television, newspapers and other pieces of media, which don’t always give the full picture. Luckily, the Ahmed Iqbal Ullah Race Relations Resource Centre has a great selection of resources, making it easy to learn more about the nature of stop and searches on minority ethnic groups.
In this post Dr Claire Fox, our Academic Director here at the Resource Centre and Senior Lecturer in Criminology at the University’s School of Law, introduces a recent student engagement project and the Race and Crime blog post series.
Courtesy of Tandana Archive
The Resource Centre has a wealth of resources that are regularly accessed by members of the public, community groups and professionals, as well as staff and students from across the University of Manchester and beyond. However, we recently identified a bit of gap in our user groups – that of undergraduate students from some sections of our own university. Our collections are highly relevant to undergraduate study across a wide range of humanities disciplines, but facilitating students to come down from campus to our location in Manchester Central Library is an ongoing challenge. Continue reading →