The RCA Students’ Union have organised a series of events to explore socio-political ideas responding to issues that affect the institution. A diverse network of speakers have been invited to discuss their experiences, some from within the institution and others from beyond, in order to help us examine how we can improve the culture of the RCA. The below panel discussions in 2018 focussed on the institutions' relationship to decolonising. 

 

Decolonising the Institution #1, 15/01/2018: with Danah Abdulla, Tanveer Ahmed, Hannah Catherine Jones, Lola Olufemi. Chaired by Cecelia Wee 

Are we tackling structural inequalities within the institution or ignoring them?

How can we incorporate forms of knowledge beyond Western philosophy?

Can we do more to engage with ethnic minority and working-class communities within London?

Does the RCA work with or against manifestations of racism, marginalisation and inequality?

What can we actively do to decolonise the RCA?


 

 

Decolonising the Institution #2 Shades of Noir, 11/04/2018: with Aisha Richards, Andrew Illman and Melodie Holiday from Shades of Noir, SU Co-President Benji Jeffrey, chaired by Rathna Ramanathan. Introduced by Vice Chancellor Paul Thompson.

Shades of Noir champions social justice pedagogy and develops practices which centres the voices of the marginalised in the arts, culture and Higher Education for equality, cultural capital and the acknowledgment of those who came before. By inviting pioneers in the battle against structural inequalities into our community at the RCA, we can begin to examine the responsibility both staff and students have to one another as we tackle these inequalities together.


 

Decolonising the Institution #3 - Community. 04/10/2018: with Imani Robinson, Natanya Mark and Rachel Sale chaired by Head of Programme, Digital Direction Eleanor Dare.

How does decolonising within education impact on the locality of the institution?

How do we reconcile being in the richest borough with the most depravity?

Are there sufficient support networks in place for non-white students?

Are educational institutions fulfilling their duty of care to students and the communities they move within?

How can those in a position of privilege provide effective support?