Redefining Allyship: transforming race relations in higher education through a post-qualitative inquiry

This project will explore perceptions of 'allyship' among a self-selected group of minority and non-minority students in two UK higher education institutions (HEIs). "Allyship" is a concept used in social justice activist circles to describe actions of privileged members to support or advance the interests of more marginalised groups/members. It can apply both in society at large, and within particular institutional contexts, such as universities or workplaces. Recently, where 'allyship' has been studied, the focus has been on explaining the motivations and controversies around White allyship (Sumerau et al., 2021). While self-identified 'allies' are seen as a potential lever for transforming social relations (Ashburn-Nardo, 2018), there is little empirical research on how allyship, its role and functions work within institutional contexts (Salter & Migliaccio, 2019). My research will address this gap by exploring the diverse forms and outcomes of allyship among students, and offer insights into how institutions may recognise, and support the socially transformative actions of allies (Sumerau et al., 2021).

The research questions are:
RQ1: How are allyships defined and constructed from the perspective of ethnic minority and non-minority students?
RQ2: What are the current manifestations of allyship and how do they function at personal and institutional levels?
RQ3: What range of responses become available to institutions and their policy frameworks, as a result of different actions and forms of allyship between students?

The research objectives are to:
- Explore the concept of student allyships in the context of race relations, in two UK HEIs
- Create a policy response framework for transformative change regarding race relations in the two HEIs

I will draw on the theoretical framework of Critical Race Theory (CRT), which sheds light on the manner in which the discrimination faced by minority groups is structural and may exist in HE in visible and hidden ways (Sue, 2010). Scholars have revealed how institutions' moves for greater 'inclusion', 'integration' or 'diversity', can paradoxically maintain racial hierarchy and inequality (Crenshaw 2002; Ahmed 2012). CRT's insistence on a sustained critical perspective is thus valuable to this project as both discrimination and anti-racist solutions need to be analysed in their functioning within institutional contexts.

I will use critical post-qualitative methodology in the form of workshops that use creative methods, such as collaging/body-mapping, in two different HEIs to generate detailed data to understand different definitions and constructions of allyship by students. Careful use of these creative methods has been shown to open conversations around sensitive and hard-to-articulate topics (Kangas, 2019; Coleman 2020). The post-qualitative approach to fieldwork seeks to include the more-than-human elements in institutional contexts, such as events, digital spaces, policies, objects, and 'all the things in between' (Ulmer 2017, p832). This kind of 'deep empiricism' (Savranksy et al, 2017) is claimed to facilitate enquiry into social or systemic justice by attending to the assemblage and functioning of institutions. This can facilitate an understanding of complex issues from typically underexplored perspectives (St Pierre, 2021). Findings from these creative workshops, including a policy response framework for transformative change will be fed back to students and the institutions through the production and distribution of a zine output (Todd, Watson, 2006). This is to acknowledge students as producers of knowledge and intended to generate dialogue towards transformative action.