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 →
Have you caught the dramatisation of Assata Shakur’s autobiography on Radio 4 this week? In a coincidence of timing the book has also made it to the top of Jo Manby’s review pile!
Assata: An Autobiography by Assata Shakur. First published in the UK by Zed Books Ltd, London (1988). This edition Lawrence Hill Books (an imprint of Chicago Review Press, Incorporated): Chicago, Illinois, 2014
Assata Shakur is the FBI’s most wanted woman. Since 1979 has lived in Cuba as a fugitive after being granted asylum there following her escape from prison. She is also a founding member of the Black Liberation Army and godmother of Tupac Shakur. This autobiography tells the story of the circumstances that brought her to her present day situation.
“The Archives+ project, like the folktale project, promotes the idea that everyone’s story matters, and that stories of the city are for everyone.”
A very thoughtful/thought-provoking piece on theracetoread blog, following a visit to the Resource Centre and Central Library last week from a group of summer school students studying ‘Race, Literature and the Archive’. Makes a lovely connection between our children’s book projects and our wider role as part of the Archives+ partnership.
Last week I took my MA students to Manchester. Officially, they are on a course I designed called Race, Literature and the Archive—but students don’t come on Summer Abroad Courses just for extra library time (shock horror). Many of them were particularly interested in Manchester because of the recent terrorist attack on the Manchester Arena during the Ariana Grande concert in which 22 (mostly young) people were killed. We had discussed the diversity in Manchester prior to coming to England, and they wanted to know how the city was handling the attack. I have, of course, been to Manchester several times, and knew exactly how Manchester would be handling it—but I was pleased to see signs all over the city advertising the Manchester International Festival (currently in progress). They said, simply, What is the City but the People?
This sign was everywhere in the city–and sometimes it even mentioned the…
I’ve previously raised a cheer for those individuals who do all the donkey work so the likes of you and me can put our feet up reading books by people about other people – writers of biographies and secondary sources. Well, the other day I was struck by a monumental question: what on earth motivates them?
It may not have felt like it at the time, but on 28th March this year we all lost something special. No, I don’t mean our wallets or our smart phones. What we lost was something even more important – a bit of global conscience. What do I mean? It was the day South African veteran of the anti-apartheid struggle Ahmed Kathrada died, aged 86.
Ahmed Kathrada may not be a name you’re very familiar with. Yet even as a youth this man had stood shoulder to shoulder with Nelson Mandela and other great anti-apartheid leaders right from the beginning of the campaign against the consolidating apartheid state in the 1940s. He was also with Mandela throughout his long incarceration.