Last time we discussed the importance of the Ahmed Iqbal Ullah Race Relations Resource Centre (AIU Centre) and its collections, touching on some of the realities of archives and archival research, and looking at the kinds of questions we need to ask ourselves before engaging with an archive collection. This time we’ll be moving on to begin checking out the ways relevant Centre resources can be identified and accessed.
There are three ways into the collection:
Databases (including subject area resource lists)
Human interface (speaking to the librarian and/or Collections Access Officer) [coming soon]
Serendipity (just going in and browsing) [coming soon]
Which one you start with is very much up to you and your preferred style. This time I’ll be introducing the different database options at your disposal. I’ll be looking at the human interface and serendipity in future posts.
So you’ll be able to dip into this post to find information that’s particularly interesting to you, I’ll be covering these subjects under the following headings:
The Ahmed Iqbal Ullah Race Relations Resource Centre (AIU Centre) is the premier resource centre in the country devoted to making available materials to facilitate the study of race relations. As such, it’s consulted by researchers from across the world. We at the University of Manchester are fortunate that it’s situated down the road from us in Manchester Central Library. The AIU Centre is the University’s flagship representative in the regional archive umbrella group Archives+. That we have such easy access to it is a rare privilege we should all appreciate and take advantage of.
That’s if we know the relevance of race relations-related resources to our studies, and if we understand how to make the most of the collections. A couple of big ‘ifs’.
The blog posts I’ll be contributing are designed to help us think through these issues. I’ll be taking a look at the kinds of resources held by the Centre, and what they have to offer to various subject areas. Hopefully it will become easier for us to use those resources more efficiently and optimally to enrich our studies.
I’m going to start by trying to get to grips with understanding how to make the most of the collections. In this post, we’ll touch on:
some of the realities of archives and archival research that we need to bear in mind
questions to ask ourselves that will help our preparations to engage an archive collection
With the stage set, in three posts we’ll look at each of the three ways into the AIU Centre’s collections:
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 →
The next post in our Race and Crime series is an introduction to Muslim hate crime from Natascha Wooliams and Katja Swinnock.
What is Islamphobia?
‘Hate crime’ is not limited to physical attacks, it includes a wide range of criminal activity from offensive graffiti, damage to property, harassment, intimidation and verbal abuse. Anti-Muslim hate crime falls under the category of ‘religious hate crime’, where the crime is perceived, by the victim or any other person, to be motivated by a prejudice against a person’s religion or perceived religion.
According to the Oxford English Dictionary the first recorded use of the term ‘Islamophobia’ was in an article in the journal ‘Insight’ on 4th February 1991 as an extension of the term ‘xenophobia’. ‘Islamophobia’ means a dread or hatred of Islam, which is extended to a fear and hate of all Muslims.
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 Harper’s well-acclaimed To Kill A Mockingbird, Tom was treated as a second-class citizen and received an unfair trial after being accused of raping a white woman. Despite significant evidence proving his innocence, he was convicted, based largely on his skin colour. Although it is an overstatement to say that Tom is the fictional equivalent of the average, working-class African American defendant, it is undeniable that some institutionalised racism and disparities in sentencing do exist in real life.
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 →
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?