BEGIN:VCALENDAR VERSION:2.0 PRODID:-//ox.ac.uk//NONSGML oxford.event//EN X-WR-TIMEZONE:Europe/London BEGIN:VTIMEZONE TZID:Europe/London X-LIC-LOCATION:Europe/London BEGIN:DAYLIGHT DTSTART:19700329T010000 RRULE:FREQ=YEARLY;BYDAY=-1SU;BYMONTH=3 TZNAME:BST TZOFFSETFROM:+0000 TZOFFSETTO:+0100 END:DAYLIGHT BEGIN:STANDARD DTSTART:19701025T020000 RRULE:FREQ=YEARLY;BYDAY=-1SU;BYMONTH=10 TZNAME:GMT TZOFFSETFROM:+0100 TZOFFSETTO:+0000 END:STANDARD END:VTIMEZONE BEGIN:VEVENT SUMMARY:The Black British Postgraduate Experience DTSTART;TZID=Europe/London:20260622T144500 DTEND;TZID=Europe/London:20260622T163000 DTSTAMP:20260614T180416Z UID:612744f4-0e60-f111-a826-7ced8d6bf634 CREATED:20260604T121438Z DESCRIPTION:In this seminar final year DPhils Rachel Robinson and Daniell e Watkis will share key findings from their research with racially minorit ised students in Initial Teacher Education (Roberts) and Black British doc toral students in elite spaces (Watkis). In doing so they explore the impl ications for universities and academics. Hosted by the Race\, Coloniality and Education research group. Full abstracts and bios below.\n\nTitle: Th e Spaces Between: Black-British Doctoral Life and Elite Imaginaries\n \nAb stract: Elite universities are often imagined as spaces of intellectual op enness and excellence\, yet for Black doctoral students\, these institutio ns can also represent spaces shaped by longstanding racialised and exclusi onary traditions\, producing more complex spatial\, relational\, affective \, and knowledge-based realities of doctoral study.\nDrawing on findings c ollected through narrative virtual walking interviews with 16 Black Britis h doctoral students across the University of Oxford’s MPLS\, Social Scie nces\, Humanities\, and Medical Sciences divisions\, I explore how doctora l students navigate the spaces of the elite. Through themes of temporal (d is)engagement\, supervision\, counterspace and collective intellectual com munity\, the paper foregrounds the spatial and relational dimensions of do ctoral study\, examining how Black doctoral students create alternative fo rms of recognition\, support\, and intellectual life within and beyond the university.\n \nBio: Danielle Watkis is a DPhil candidate in Education at the University of Oxford whose research examines the spatial dimensions o f doctoral study for Black British doctoral students\, advancing theoretic al understandings of space\, agency\, and knowledge within institutional s tructures. Holding a BSc in Psychology and an MRes in Research Methods in Psychology\, her work sits at the intersection of race\, psychology\, and education\, with a particular focus on how institutions move beyond access to address participation and experience. Central to her approach is trans lating voices into governance and systems\, connecting lived experience an d complex research in policy across the education sector.\n \nTitle: The b lack and diasporic experience of teacher education: A black feminist narra tion of the body in learning space\nRooted in black feminist theory\, info rmed and supported by its tenets of care\, lived experience\, narrative\, pragmatic action\, and unflinching in acknowledging the emotion in existin g in a racialised body\; this work is about a desire to pragmatically act to improve and alter what currently exists. Race and how this constructed and contested term influences the experiences of those from diasporic comm unities as they return to the educational space as novice teachers embarki ng on university based secondary PGCE courses and progress through to Earl y Career employment. Positioned beside decades of research evidence docume nting macro and microaggressions experienced by black and brown teachers f rom the moment they re-enter the school environment and how this influence s not only their sense of self\, but the unlikelihood of their sustained r etention within the profession\; experiential methods including walking\, drawing and photo elicitation interviews\, situate individual participants within their school context and offers a visceral reflection of their exp erience. Black feminist theory constructs an intersectional lens with whic h to view the spaces in which our novices are learning and offers them a v oice via narrative to enable them to counter accepted realities that ignor e the significance of their racialised selves in recognising the challenge of being a racialised body in a space that can be openly hostile to your form. Care is placed centrally within this framework\, with it being essen tial to our collective survival\, which places relationships formed within the space\, notably with school-based mentor teachers - the people tasked with guiding our beginning teachers in the learning space\, as well as pe er groups\, as essential in supporting the journey of becoming a teacher.\ n \nBio: Rachel Robinson is a DPhil candidate and doctoral teaching and re search fellow at the University of Oxford. Her research spans the themes w ithin anti-racist education with her doctoral research focusing on the exp eriences of racialised beginning teachers through a black feminist lens. S he currently teaches on the Science PGCE at Oxford and leads the Teaching Physics in Schools programme for Oxford undergraduate physics students. Sh e is currently a research assistant on the Global Action for Racial Justic e in Education (GARJE) research and advocacy project that explores anti-ra cist education initiatives across the world. Prior to her current work\, s he completed her PGCE in physics in 2014 and later a Master’s in Teacher Education at the University of Oxford whilst a secondary science teacher\ , mentor\, and head of Physics.\n\nThis event is hosted by the Race\, Colo niality and Education group. LAST-MODIFIED:20260604T121638Z LOCATION:15 Norham Gardens - Seminar Room A\, Oxford Oxfordshire OX2 6PY U nited Kingdom SPEAKER:Rachel Robinson (University of Oxford)\, Danielle Watkis (Universi ty of Oxford) END:VEVENT END:VCALENDAR