BBK SWUFE Summer School

On the 29th of July, Birkbeck welcomed twenty students to London from the Southwestern University of Finance and Economics (SWUFE) of Chengdu, China. These students were the first to arrive and experience Birkbeck’s student lifestyle as part of the joint bachelor’s degree programme between Birkbeck and SWUFE.

“From their cultural ‘English Insights’ classes to punting on the river Cam, the SWUFE students were exposed to everything British, everything Birkbeck and more.

On a sunny Monday afternoon, Andrea Williams, William Richards and Xiaohong Chen greeted the arriving students at Heathrow airport; jet-lagged and bleary-eyed from their twelve-hour flight. With a quick stop-off at the student halls and a welcoming tour of Bloomsbury, the Summer School swung into action from day one.

For two weeks, the visiting SWUFE students experienced the beauty of Bloomsbury, the inclusive Birkbeck student lifestyle and the wider wonders of London. From their cultural ‘English Insights’ classes to punting on the river Cam, the SWUFE students were exposed to everything British, everything Birkbeck and more.

During their first full day in London, the SWUFE students received a ceremonial welcoming from Professors Philip Powell and Kevin Ibeh. Shortly after the formalities however, a red 1960s Routemaster bus gave the SWUFE students a whirlwind tour of London’s sights.

A red 1960s Routemaster bus gave the SWUFE students a whirlwind tour of London’s sights

“A red 1960s Routemaster bus gave the SWUFE students a whirlwind tour of London’s sights.”

As part of the two-week programme, Ms Narelle Hassell presented a series of guest lectures surrounding British culture and ‘English Insights’. SWUFE students were exposed to cockney rhyming slang, Punch & Judy, Sherlock Holmes and even the British obsession with pubs. As a point of order, the students were then treated to an evening at The Marquis Cornwallis where they sampled British ‘pub grub’ and a pint besides Russel Square. Fish and chips certainly proved popular!

To compliment Narelle’s fascinating lecture series, the students were guided in exploring several iconic sites in England; the State Rooms at Buckingham Palace, the grounds of the Tower of London, the Greenwich observatory at sunset and a day exploring the enchanting streets and waterways of Cambridge. A spectacular ride on the London Eye topped-off the outings with the students having their own BBK x SWUFE capsule.

Birkbeck’s academics and alumni equally played a key role in shaping the SWUFE experience during the Summer School. Guest lectures from Dr Geoff Walters, Ms Andrea Picazo and the Birkbeck Students’ Union gave the SWUFE students an insight into academic seminars, student support services, and extra-curricular activities on campus. Practicalities were covered too; London’s employability and the range of student housing options were presented by Ms Catherine Charpentier and Ms Lucy Crittenden.

Whilst the two-week programme allowed the SWUFE students to explore London and enjoy a taste of the Birkbeck student experience, their real adventure begins in the Autumn of 2020 for a full year of studies with Birkbeck. In wishing farewell, each of the students were presented with a certificate and a unique Birkbeck gift at this year’s closing ceremony in the Keynes Library. A fabulous high tea at the British Museum then saw them through to the end of this year’s summer school.

"The real adventure begins in the autumn of 2020 for a full year of studies with Birkbeck."

“The real adventure begins in the autumn of 2020 for a full year of studies with Birkbeck.”

The BBK x SWUFE Summer School has proved to be an instant hit as Birkbeck and SWUFE develop their special partnership. Andrea Williams and the School of Business, Economics and Informatics would like to thank all students and staff who helped in making this a summer school to remember.

As for 2020, the bar has been set high…

Further Information:

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Youth crime and violence: who hears the voices of black women?

Black women activists in education came together for International Women’s Day to address the growing numbers of young lives lost through knife and gun crime. Dr Jan Etienne, Honorary Research Fellow in Social Policy and Education, discusses the event and the pressing need for a collective response from black women educators and mothers to this deepening crisis.

Michele Beute, lecturer, lawyer and performance poet

One year on from the Black Women, Womanist Learning and Higher Education conference held at Birkbeck, black women activists in education came together to discuss a pilot research study aimed at responding to the growing numbers of young lives lost in UK towns and cities through knife and gun crime. A pressing concern for members of the Womanism, Activism, Higher Education, Research Network (#BlackWomenHE) was the absence of a collective response from black women educators and mothers to a deepening crisis, predominantly involving black youth.

The event brought together black women academics; activists in education, youth work and the voluntary sector to structure key objectives of a pilot study seeking to consider womanist educational strategies for building stronger communities. One major question under consideration at the Black Youth, crime and Violence – A Womanist perspective’ event was the nature of education at the centre of black women’s activism. A further question focussed on the intergenerational, educational strategies likely to affect change among black youth.

Professor Uvanney Maylor spoke of her own research, the value of black women’s voices and the significance of listening to the voices of young people, particularly across the primary and secondary school sector. She argued that it was now clear that many young black people did not often hear positive stories about their futures. At school, some are told they will not succeed. However, boys speak to their mother’s, their sisters, their aunts and as black women, and we can play a crucial role in nurturing these voices, enabling them to come forward and be heard.

Patsy Cummings, a local Councillor and member of Croydon’s Children and Young people sub committee spoke about knife crime in her area, the local strategy to reduce violent crimes and the importance of building relationships with young people. She pointed out that we do not have to be educators to agree that every child deserves a chance.  We need to work together and find ways to make our contribution and take responsibility for young people’s education – or the lack of it.

Lecturer, Lawyer and Spoken Word poet, Michele Beute, reflected on some of her own previous experiences pursuing a law degree and gave a staunch message to participant on ways to succeed. In a ‘Tanty Mauvais’ performance entitled: ‘Yuh see me face, but yuh doh see meh mind!’ (You see my face but you don’t see my mind), she stressed, the colour of your face is what is seen first, but do not be deterred, there are ways to rise up and pursue your dreams.The Womanism, Activism, Higher Education Research Network links the lives of black women in Higher Education with those of black women actively working in community settings.

The network explores intergenerational learning and the significance of learning in later years  and in particular, the value of volunteering in the lives of older and younger black women. The network brings together black women in Higher Education, including students, academics participating in social science research – sociology, psychosocial studies, politics and other areas; black women community activists’ and practitioner’s working in education, community, health, social work and related areas; groups focused on intersectionality, inclusion, social justice and addressing issues such as constructions of motherhood, youth and voluntary, community studies, faith, disability, sexuality, ‘race’, ethnicity, and culture as they impact on educational policy and practice in higher education.

To find out more about the work of the research network, contact:  Dr Jan Etienne, Etienne’s forthcoming book, ‘Crisis, Education and Community: Black Women, Higher Education and the Challenge of Activism’, will be published by IOE Press.

The event was sponsored by the Birkbeck Institute for the Humanities.

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Student Pioneers perfect their pitching skills

Aspiring entrepreneurs from across Birkbeck joined the latest Pioneer event to learn about developing confidence and performance in business pitches. 

Birkbeck’s Pioneer programme continued with a hands-on, practical session on Saturday 9 February, focused on developing enterprise students’ confidence and performance when pitching.

The session marked the halfway point of the programme, funded by Santander Universities, taking hundreds of Birkbeck students on a journey to develop their business ideas and entrepreneurial skills.

To start the day, students were given a task to pitch their idea to as many different people as possible during the regular morning coffee networking.

When the main workshop kicked off, the energy in the room was inspiring as Henry Blanchard, Speaker and Facilitator as well as Founder of Uganda International Marathon, welcomed the group of over 100 students. The initial session had everyone replicate a human yo-yo with students on their feet and back down again more times than we can remember.

Actor Jamie Satterthwaite provided a brilliant twist to the content, sharing valuable presenting tips from someone who has shared the stage with a range of impressive names. There was also an interesting warm up taking place so that students could prep their faces, voices and knees ready for a great pitch.

The activity continued with the group splitting into three smaller teams and taken through a series of mini training workshops to work in their delivery, imagination and content when pitching their business ideas.

Hugo Metcalfe, freelance speaker, writer and coach, co-ran the session with Henry and led one of the workshops while Birkbeck’s Bal Hothi and Jenna Davies joined in the action to complete the mini workshop series.

If that wasn’t enough activity, movement and energy for the morning, students were treated to more coaching to end the session with plenty of tips and advice to conquer their pitches and hone their presentation skills.

The session’s topic was particularly timely with applications now open for the Santander Universities Entrepreneurship Awards, where students submit a two-minute video pitch about their business. It also coincides with the Pioneer competition, where students on the programme can put their skills into practice and enter their idea for the chance to pitch to a judging panel in June’s awards evening.

Pioneer continues next month and if you have any queries or would like to get in touch you can contact

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Decolonising the Curriculum: what’s all the fuss about?

Dr Jan Etienne, Honorary Research Fellow in Social Policy and Education at Birkbeck, discusses the wave of initiatives to decolonise curriculums across Higher Education and how they can affect real change.

A packed meeting of seriously minded individuals from across Birkbeck and beyond met to debate the current wave of initiatives to decolonise the curriculum in Higher Education. Despite heavy snow falling over most parts of the UK, over 100 participants attended determined to hear what the speakers had to say and make their contributions in an important area of equalities policy at a time when issues such as the BME attainment gap is of major concern. For participants, this event was not about jumping on the bandwagon but there was a genuine desire to be fully part of the action for change.

The event entitled: ‘Decolonising the curriculum: what’s all the fuss about?’ (A title borrowed from a popular blog of the same name created by Dr Meera Sabaratnam) was held 1 February at Birkbeck and was supported by Professor Karen Wells, the Assistant Dean, Equalities.  The event was initiated and organised by the Decolonising the Curriculum working group, a group which emerged from the Black Women, Womanist, Learning and Higher Education conference held at Birkbeck last year.

At the start of the meeting, Dr Kerry Harman (Birkbeck’s Research Centre for Social Change and Transformation in Higher Education) declared that “student involvement was the crux of the work of the group” and the Birkbeck student’s union representative, Ezimma Chigbo, provided a sharp reminder of the nature of structural racism and how this can impact on students. She argued that students did not just want to hear buzzwords used across the sector, but wanted to see concrete action.

A panel of expert speakers were invited to help Birkbeck shape its role in moving this important issue forward.

Dr William Ackah, Lecturer and Programme Director for Community Development and Development and Globalisation and Chair of the Transatlantic Roundtable on Religion and Race (Department of Geography, Birkbeck) and Co-editor of Religion, Culture and Spirituality in Africa and the African Diaspora (2017), delivered an inspiring speech entitled: ‘Dismantling the Master’s House’. He cautioned that we should not speak about the curriculum without speaking about the institution.

Professor Gurminder Bhambra, Professor of Colonial Studies in the Department of International Relations in the School of Global Studies (University of Sussex) and co-editor of ‘Decolonising the University’ (2018) gave a rousing speech where she spoke of the online resources available to assist us and stipulating the urgent need to refocus and change the dominant narratives.

Dr Meera Sabaratnam, Senior Lecturer in International Relations at SOAS, University of London and author of Decolonising Intervention (2017) gave an uplifting but cautious address, reminding us of the nature of the many pedagogical challenges ahead and ways to move forward.

Some of the questions raised for discussion were:

  • How do we challenge something that has existed for hundreds of years?
  • What do we do about students not engaging with the curriculum? Should we all do a ‘cultural audit’ to ensure we understand one another?
  • More black professors are needed – How do we tackle this?
  • How do we address the question of the attainment gap- could it impact on recruitment and retaining middle-class white students?
  • We need to look at the difference between immigrant and expatriate – socially constructed symbols – wearing a headscarf leading to being characterised as ‘disadvantaged’.
  • We need to make the connection between racism, mental health and depression.
  • Despite ethnic minority staff and students – both home and international students can feel that they don’t belong and don’t finish degrees – a great motivation to look at this further

Responding to these questions and making recommendations, panel members noted that essential reading for lectures and seminars must be addressed (rather than just further reading); a need to take a pressing look at who is appointed, paid and retained across BME British and international staff; the need to ensure a shared understanding of what racism is, the impact of epistemological violence; and the importance of community. They spoke about the need for understanding how university structures work and how the university can be taken out of its ‘bubble’ to allow for real change.

The Decolonising the Curriculum working group is made up of Jan Etienne, William Ackah, Ezimma Chigbo, Elizabeth Charles, Patricia Gilbert and Kerry Harman. They are interested in contributing to scholarship on Decolonising Knowledges, more broadly, and see Decolonising the Curriculum as a key element of that work.

Thank you to SCUTREA (Standing Conference on University Teaching and Research in the Education of Adults) for their support in this event.

To find out more about the event, listen to the podcast.

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