Dr Anne-Charlotte Husson: The Language and Inclusivity Project

Last week, NU Women hosted Dr Anne-Charlotte Husson to introduce us to her work developing Newcastle University’s Language and Inclusivity Guide.


The guide was developed using ten staff and student interviews, eighty-four survey responses, a literature review, and focus groups to test the guide before publication. From these data sources, the guide was built with several core considerations in mind, including ensuring gender is treated as intersectional, taking account of the various needs of students and (academic and PS staff), and fitting the guide into the University’s broader EDI agenda. It also recognises that the University is a multilingual, multicultural, and intergenerational environment, and is sensitive to how to open up conversations around gender and inclusive language across these contexts.

There are two types of language addressed in the guide: language that is always offensive (slurs), and language that is tied with changing cultural norms (e.g. pronouns, titles, and addressing mixed groups as ‘guys’). The guide is not intended to be a ‘cheat sheet’ outlining words to use or to avoid, rather it is intended to establish a basis for shared understanding around issues of gender inequality and form the foundations of conversations around gender across the University.

Since its publication in 2019, the guide has also been translated into several languages spoken across the University and will be translated into several more in the coming months.

How to use the guide

The guide is split into four sections. The introduction takes readers through why language matters to EDI, a brief primer on sociolinguistics, and addresses the complexities of (reclaimed) slurs.

The next section, Gender in so many words, introduces readers to ten key notions around gender and how they are used. These include broad ideas such as ‘gender’ and ‘intersectionality’ alongside more specific terms like ‘cisgender’ and ‘queer.’ This section concludes with I got it wrong. What do I do? Here, the guide outlines steps to take when making a socio-linguistic mistake, emphasising the importance of reflecting on mistakes and learning from them.

This work is continued into the next section, Gender-Inclusive Language, which guides readers through recognising and avoiding gendered biases and offensive language and provides a detailed view to addressing the many nuanced socio-linguistic issues tied up with gender.

Next steps

Following the publication of the guide the Language and Inclusivity Project is looking to extend its work into three key areas. First, they intend to develop staff training resources that are sensitive to meeting the specific training needs of different staff members and work areas. Similarly, they aim to extend their work into the teaching and learning environment, although this will look different for different schools. Core to this is a recognition that gender is always present in the classroom. Finally, the Project also aims to include students in this and are working to make sure every student is exposed to questions related to gender, inclusivity, and language.

If you’re interested in hearing more about or would like to get involved in the project, please email: anne-charlotte.husson@newcastle.ac.uk

A recording of the event is available below:

Writing groups: Who, what, where, and when?

Last week, a small group of NU Women members met to discuss writing groups, to share experience, best practice, and thoughts on continuing to develop NU Women’s writing groups and others across the institution. The discussion space was used for collaborative sharing around writing groups and was facilitated by Dr Stacy Gillis.

Who are writing groups for? Who participates?

Based on the diversity of experiences from those participating in the session, it could be said writing groups, in some form or another, are for everyone! Particularly, they benefit people who want to develop their writing techniques or practices, and for those who are feeling overwhelmed and need a space to catch up on research work without working during the weekends/holidays. This is particularly helpful to people with parenting and/or caring responsibilities, to whom other approaches such as writing retreats are inaccessible.

Writing groups represent an opportunity to learn from and with our peers, and functions best when participants hold each other accountable, and each take phatic responsibility for the success of the group. With this in mind, some people mentioned that they found interdisciplinary writing groups to be particularly helpful for fostering these attitudes, as interdisciplinary groups relieved feelings of pressure and competition.

In more practical terms, it was suggested that between five and eight participants seems to be the preferred size of a group. The benefits of women-only spaces were also discussed, as these can be a safer space for participants, particularly as the organisational and emotional labour of running writing groups often falls to women.

“What can I give to a group? What can I take?”

What are writing groups for? What needs to they address? What work is needed to create them?

Broadly, there are three types of writing groups: long-term and open-ended ones; they can be short-term and organised around meeting a specific deadline or delivering a certain output; or they can be project-based and orientated towards collaboratively achieving a certain goal. Each of these has their own kinetic energy and are preferable to different people depending on working styles and current career goals. They can also be particularly helpful for skill sharing and acquisition among colleagues when organised around things like proposal writing.

Writing groups also present an opportunity to check-in with each other, celebrate each other, and be honest with each other about the research process and struggle. Their value also carries beyond providing a space for writing, into being a space for solidarity, making friends, and networking (particularly in interdisciplinary groups). In this sense, writing groups also function as an act of feminist solidarity – guided by principles of mutual support, transparency, and flexibility. They are a protected space of care within the neoliberal institution.

In terms of organising work, there is some logistical planning needed to set up and run writing groups. This is variable depending on the levels of commitment from participants, whether they happen online or face-to-face, and whether there’s suggested reading or other tasks for participants to complete before each session. What is appropriate for your writing group depends on the needs and preferences of your group and the amount of time you can commit to organising.

Where do/should writing groups happen? Where are they needed?

Within the meeting there was broad agreement that the ‘where’ of writing groups should be flexible, not only to the circumstances of the pandemic but to other factors such as childcare commitments and workflow. Much of the discussion however was focused on the relative pros and cons to organising online versus offline writing group meetings. It was noted that, while both have their own distractions a significant benefit of online meetings is that they alleviate some of the organising pressures of room booking. However, online meetings do carry the problem of Zoom burnout and low engagement.

It was also identified that, because writing groups can be useful to staff and students across the institution, there is a need to share best practices. However, there is some resistance to the institutionalisation of writing groups to preserve their feminist, counter-neoliberal strengths.

When do/should writing groups happen? How do we identify when writing groups are needed?

In practical terms, writing groups tend to work best when their meetings are around two or three hours long, and when they’re not just drop-in sessions but require regular commitment from their members (while avoiding being to rigid to the detriment of mutual care within the group).

At times, writing groups arise organically out of other meetings or networks, or out of reading groups. Similarly, we can ask when the right time is for writing groups to happen. Should they always be ongoing, or should they happen around crunch seasons? As was found throughout the session, the answers to these questions are dependent on individual’s needs and outside commitments.

Blended working: a resource sharing discussion

Last week, NU Women and NU Parents co-hosted a discussion space to allow colleagues to share their experiences of the transition to blended working in their corners of the University institution over the last few months. Hosted as a two-hour drop-in session over lunchtime hours, the attendees raised a wide variety of talking points, airing issues, and sharing coping strategies. There was a lot shared among the attendees, and the below is an abridged summary of the many points raised. If you’re interested in hearing more about this transitional period, please get in touch with NU Women to receive the full session notes.

1. Main concerns and suggestions:

  • Overall, the attendees viewed blended working as a net positive to their experience of employment at the University. Everyone emphasised that they were committed to keeping blended working open as an option.
  • All attendees noted that a lot of their anxiety during this transition period stems from a lack of certainty around longer term plans from the University regarding the longevity of blended working.
  • The University should establish a set of guiding principles around blended working. This would prevent feelings that blended working arrangements are implemented at the whims of management and would help staff feel more secure in their own arrangements and empower them to advocate for themselves.
  • The University should invest in blended working. Many noted a clear difficulty in communicating across OC and WFH colleagues, particularly in meetings that take place simultaneously online and in-person. To make blended working more sustainable, the attendees suggested investing in coaching or training on different listening and communicative styles, and in technologies to bridge this gap.
  • Part of protecting staff members’ ability to flexibly WFH is recognising the benefits of blended working beyond the COVID pandemic. Every attendee noted ways that being able to WFH, even occasionally, has benefitted their personal and family lives.

2. Workplace culture

Attendees communicated a general sentiment that the University leadership’s framing and implementation of blended working has thus far been unjustified and uneven. Primarily, many people spoke on a feeling that they weren’t being trusted by their leadership to work from home effectively and that this was particularly disappointing given their efforts to keep the University running over the many months of mandated WFH time.

Ultimately, it felt to many attendees that their experience of blended working was very much dependent on the preferences and good will of their line managers. Some cited frustration at a lack of justification for individual managers’ emphasis on presenteeism, while others praised managers for taking extra steps to ensure the safety and wellbeing of their staff as they returned to the office. One attendee shared that she was grateful that her manager had taken the care to ensure that staff working on campus will be working with a wide variety of colleagues to combat the feelings of isolation among the team.

However, some were concerned with their managers’ emphasis on productivity over wellbeing, stating that they felt discouraged at the current blended working set up prioritising hours spent at work (in the office or at home) over the quality or quantity of their work itself. It was the experience among the group that this resulted in a poorer relationship with their work and often put undue stressors on their wellbeing in already challenging circumstances. Many were also struggling to keep their productivity high alongside the distractions of returning to busy office environments and they wanted to feel more supported in making this transition, particularly in recognition of the social benefits of returning to campus.

Attendees also commented on their very different experiences of blended working depending on their role at the University. While not all this difference was problematic (i.e. the expectation that estates and student-facing staff will be expected to be on campus more than ‘behind the scenes’ colleagues), others noted that their experience was very dependent on the locations they worked at and who they worked with. One attendee on a satellite campus greatly appreciated the relative quiet at her workplace and wasn’t sure if she would feel as safe on central campus. Other attendees commented on feelings of unease around colleagues and students refusing to follow mask-wearing and distancing guidelines.

3. Disabled staff and staff with parenting and/or caring responsibilities

Even before the current pandemic, blended working arrangements would have been helpful for disabled staff and staff with parenting and/or caring responsibilities. During the session, it was noted that, due to being able to work from home many had been able to take on more work hours and thus bridge some of the pay gaps experienced by these groups. Presenteeism is physically demanding and puts strains on care arrangements, and blended working arrangements have enabled staff to take better care of these areas of their personal lives while maintaining their workloads.

Further, the normalisation of this style of working was experienced as contributing to a more accessible workplace, particularly when also taking care of their own and their dependents’ wellbeing. However, this was coupled with concern that these arrangements would only be available during the pandemic, while abled and non-parenting/caring staff are in need of them, and attendees wanted to ensure that blended working would remain an option into the future.

Annual Report 2021-22

Each year, NU Women compiles data from our events and initiatives as well as the results from our Annual Survey to assess the impact of the Network over the past year and consider changes we could make in the year ahead.

Some key findings from the report this year include:

  • The ability to access recordings of our events has been highly valued over the past year. This is something we will look to preserve as we move into a blended approach in the future, particularly as some members have expressed a desire to see the return of in-person events.
  • From our Annual Survey responses, the bi-monthly newsletter was the most valued activity organised by NU Women over the past year. Currently, the newsletter has over 1100 subscribers, and following the redesign in January 2021 we’re very pleased to hear that it’s well received.
  • Following this, the blog was cited as the second most valuable resource organised by NU Women this year. Based on other survey responses and feedback through other channels, this is because it is used as an accessible archive for our events where we post summaries and recordings.
  • Several survey respondents requested more networking and/or career oriented events in the coming academic year. Specifically, we will look to host women talking about their career paths, mixer events, and career mentoring.
  • These responses also echo a more general desire to see some more interactive or workshop-style events hosted by NU Women, with the understanding that some of these types of events are covid dependent.
  • Other activities organised by NU Women this year include: weekly writing groups; a zine collecting creative responses to working conditions during the pandemic; a film on the topic of women’s work at the University; and a charity glasses collection drive where we were able to donate over 400 pairs of glasses for Vision Aid Overseas.

Thank you to all our members for participating in NU Women, particularly through the challenges of 2020-21, and for your thoughtful responses as we look to improve our work in the future.

The report can be accessed in full below:

NU Women Film Launch

Created by Alex Joyce, with thanks to all our participants.

This film collects the experiences of several NU Women members working and studying across Newcastle University. In these interviews, female staff and PGRs reflect on their career pathways, their role within the university, the advice they would give to future female staff, their successes and challenges, their development opportunities, support mechanisms, and the impact of Covid-19.

Ebb & Flow in Cullercoats: A seed from the NU Women Zine

By Lesley Wood (artist) and Elisa Lopez-Capel (lecturer at Newcastle University)

We are a group of six women sea swimmers who got together in 2020 and have given each other support, encouragement and plenty of laughs ever since. Like other women, we all juggle work and community volunteering with caring for our families through these difficult pandemic times.

Our friendship and the sea swimming have been crucial for our mental health and well-being.  When the world shut down around us we were still there for each other down on the beach, in nature, clutching hot drinks, sharing stories, cake and a whole lot of kindness.

Six women entering the sea at dusk wearing neon colours and safety lights
CLAVES – the group of six women sea swimmers.

We have a lot of fun together but particularly enjoyed making a collective artwork in response to the call from the NU Women Zine The Lockdown Shift. Using a nifty method (waterproof, paper-lined tubes containing chalk pastels, stuffed inside our cossies) we recorded the patterns of our movement in the water, then added words to describe our shared experience of swimming in the sea.  From which came the following ‘found poem’:

Brave, connected friendship.

Mother Sea kept me going.

Liberation in lockdown.

Our contribution to the NU Women zine sparked the idea of encouraging other creative people in Cullercoats to showcase their work. Thus Ebb & Flow was born, a community art celebration aiming at raising funds for our local RNLI station. A local venue was agreed, a call went out to local artists and other creative people, their submissions were reviewed, selected, and installed in the café space. After 3 months of hard work and enthusiastic support from pretty well everyone we talked to, two nights of community art were realised and an exhibition catalogue/zine was published (thanks to the Cullercoats Collective). 

A blue and white nautical logo reading "Ebb and Flow"

COVID restrictions were being lifted so, whilst still being careful, we welcomed around 80 people over the two nights.  A Grand Opening showcased the work of 12 local artists, featured some excellent sea shanty singing, and an RNLI representative (sweltering in his full kit).  On the following evening there was a wonderful performance night with local writers and musicians- the first time since lockdown for most people of either being part of, or performing to, an audience, laughing, singing and clapping together.

Ebb & Flow was a resounding success, coming at just the right time and blessed with glorious weather. As a bonus we raised £440 for our local heroes, the Cullercoats RNLI.  It was a fabulous opportunity to share community, creativity, love and respect for nature and our beautiful coastline, celebrating the gifts it gave us through lockdown and telling the stories, the ups and downs of the extraordinary time we have been through together. In these uncertain times, Ebb & Flow was a pleasure to work on (a break from work!), we made something really good happen, which was heart-warming and fun.  After such a long time of separation from each other, we experienced a powerful sense of connection and shared joy.

Launching: The Lockdown Shift

NU Women are delighted to announce the launch of our first zine: The Lockdown Shift!

Collected during Women’s History Month 2021, the personal essays, poetry, and art featured here respond to themes of home, work, family, coping, and care. These submissions capture and reflect the many ways that the past year of covid lockdowns has effected women working and studying at Newcastle University.

The decision to create a zine came out of an uncertainty of how NU Women should mark International Women’s History Month this year. During a time when we couldn’t meet as a community and were swamped with the extra practical and emotional labour that comes with being at home, trying to put together a big event was impractical at best. Instead, a zine felt like a fitting response to these restrictions and the atmosphere they brought.

A zine felt like a fitting response to these restrictions and to this atmosphere – as collaborative objects they create space for community across distance and as feminist objects they permit an outlet for the messy, emotive, and confessional. All of these are much needed responses to the events of the past eighteen months.

Over the past week, we’ve distributed copies of The Lockdown Shift to all central and science central campus buildings, so please do take a copy. But if you’re unable to make it to campus, the zine can also be viewed in full here:

https://issuu.com/nuwomen/docs/the_lockdown_shift

With thanks, as always, to our wonderful contributors.

Dr Barbara Read: Casualised Academic Staff and the threat of ‘failure’: power, legitimacy and (im)permanence

To tie into other events on neoliberal research cultures this year, last week Dr Barbara Read delivered a lecture on feelings of illegitimacy and fear of failure among casualised academic staff.

Where traditionally, lecturers have held high authority and status over their students, as well as a great degree of legitimacy in delivering education, the rise of neoliberalism in University institutions has changed how educators and students are constructed as well as how they relate to each other.

As students are re-constructed into ‘consumers’ and lecturers as ‘service deliverers’ these new embodiments come into conflict with existent ideas of idealised, legitimate lecturers resulting in a great deal of shame for casualised staff, particularly as they seek to validify their self-presentation as academics.

“I sometimes wonder how the students see me – do they think they’ve drawn the short straw by being given a teacher who does not have an office, isn’t around so much, is less confident and experienced and clearly isn’t part of the main faculty?”

Olivia, part-time teaching fellow, aged 41-50, white British middle-class.

Based on email interviews with twenty academic staff members, all on temporary, part-time, and hourly contracts, Dr Read’s research investigates how these staff members navigate their students’ perceptions of them. Of the academics interviewed, most were white and middle class – seventeen were women and all but two were under 40 years old.

Her findings show that many respondents were concerned with how their impermanent status would affect their students’ perceptions of their authority and legitimacy as educators.

Arriving in academe, I felt ‘displaced’, like an imposter, where everyone appears informed and confident and this feeling has not changed since graduation [with a doctorate]. I feel that my ‘race’, gender, age and accent do not fit with the assumed image of an academic…Some students refuse to accept my feedback comments and/or me as their supervisor.”

Yvonne, part-time hourly paid lecturer, 61+, Black African Caribbean working-class.

Further, their contracts had direct impacts on the quality of their teaching. Several staff members reported feeling unable to deliver or unmotivated to design quality course materials in the knowledge that they might not be present to teach these courses again.

There was also a notable lack of personal and professional development in these roles, as the institution is less willing to invest in training casual academic staff.

Disclosing their casualised status to students felt ‘risky’ to many, although some were more open about it. Particularly, last years’ strike action was cited as an incident that helped some staff members be more open and candid with their students about the precarity of their work. Ultimately, many felt it was a refusal of a culture of shame.


To keep up to date with Dr Read’s research, access her work via https://www.gla.ac.uk/schools/education/staff/barbararead/ or follow @barbararead35 on Twitter.

A full recording of the event is available below:

The Girls Network

Thank you to Stacey Wagstaff, the Girls Network North East Manager, for joining us last week to start off our summer events.

The Girls Network is a national charity, operating in eight regions across the country with a mission to “inspire and empower” girls aged 14-19 by connecting them with hand-picked mentors in a variety of career paths.

The mentoring programme is designed to respond to the systemic social and educational failings for teenaged girls, particularly those coming from poorer homes.

To illustrate the difficulties faced by teenaged girls today, Stacey shared with us a video of girls sharing their concerns.

As shown in the video, the pressures from social media, bullying, body image, pornography, and exams are immense. This is compounded by educational difficulties and worries about the future: at sixteen 50% of girls from the poorest houses get no GCSE passes; less than 6% make it into higher education; and only 2% reach the most selective universities.

As Stacey explained, many of these girls had high aspirations, but didn’t believe they could actually achieve them.

You can’t be what you can’t see.

Here is where the mentorship programme is designed to intervene.

The programme connects women from a variety of professional and life-experience backgrounds with girls for a series of one-to-one mentoring sessions delivered over the course of a year.

The aim is to be an ally for teenage girls, offering them experience, confidence building, support networks, and a space to think about their future.

Beyond this, the Girls Network offers workshops and work experience placements, and the girls who participate have lifelong access to their Ambassador programme, providing them with long-term support.

The programme clearly has a big impact on mentees. Of the over one thousand girls mentored each year 96% reported improvements in their confidence, and 98% said they felt more positive about their future.


If you’re interested in becoming a mentor for the Girls Network, please apply at https://www.thegirlsnetwork.org.uk/become-a-mentor

There’s online training sessions coming up over the summer months, with mentor-mentee matchmaking events in the next school year. Participating in the programme requires a commitment of 2-3 hours a month.

If you want to get involved by fundraising, offering work experience placements, or delivering workshops – get in touch by emailing stacey@thegirlsnetwork.org.uk

Dark Academia, Gender, Intellectualism

Last week, NU Women welcomed Dr Sarah Burton, a Leverhulme Trust Early Career Fellow from City University of London’s Sociology Department to deliver her paper on Dark Academia, Gender, and Aesthetic Practices of the Intellectual.

Rooting her work in Nirmal Puwar’s work on Space Invaders, in which  certain bodies fit into spaces where others are read as alien or inappropriate, Dr Burton uses Dark Academia to consider how academic spaces are (re)built, embedded, and contested over time.

Specifically, she examines how this is enacted on and through aesthetic portrayals of the intellectual and scholar as a cultural figure. In this research paper, Dr Burton discusses the encounter of Dark Academia on her sociologist colleagues by asking: “What are intellectuals? What does intellectual life look like? How do you know if you’re an intellectual?”

 

“Just as Puwar has tracked this powerful whiteness from Eaton, to Oxford, to Westminster, I’m going to embark on a sort of return journey following the intellectual from Dark Academia, to popular culture, to its possible inception.”

Arising from social media such as TikTok, Tumblr, and Instagram over the last few years, the Dark Academia aesthetic trend is characteristically recognisable by its vintage dress reminiscent of 1930s-40s Oxbridge fashions: tweed jackets, plaid skirts, knit cardigans, brogues. Think Withnail and I, Dead Poets Society, and the kind of thing you see on Morse.

As a lifestyle the Dark Academia trend advocates for learning for learning’s sake, encouraging such things as translating Ancient Greek and Latin for fun, visiting museums and art galleries, and letter-writing by hand. It’s a romantic view of scholarly work, that takes a pleasurable view of writing and researching.

Dr Burton points to Dark Academia’s explosion in popularity amongst Generation Z during the pandemic. Isolation from school life, has led to an uptake in wanting to ‘feel’ scholarly through adopting this aesthetic.

Its call back to vintage fashions amount to cosplaying as an intellectual, embracing the quiet solitude of lockdown as a lifestyle choice. Its return to pre-digital simplicity is a response to the uncertainty and chaos of the current moment.

“It’s enticing and alluring and escapist, reminding us of putatively simpler times before REFs and TEFs…but it also works to demarcate and exclude. Outside of thin, white, Europeanness there is little scope to legitimately imagine yourself into this aesthetic.”

Most notably, this aesthetic framing of the intellectual is rooted in conservative, Eurocentric, elitist ideals.

Dr Burton notes that within its aesthetic and lifestyle markers, there’s no space for “most women, working class, people of colour, fatness, people with low economic or cultural capital, disability, caring and domestic activities and labour (especially the enjoyment of these), motherhood, queerness, and the mundanity of academic life.”

The fabric of Dark Academia as a look and lifestyle is woven from a preference towards whiteness, masculinity, and Eurocentric cosmopolitanism. Dr Burton’s research participants show that this exclusion is felt as imposter syndrome. It presents an unrealistic view of academic work that ignores the real demands and pressures of university life.

For more information abut Dr Sarah Burton’s work, please see: https://www.city.ac.uk/people/academics/sarah-burton#profile=overview

A full recording of the event is available below.