CERS aims over the next 5 years to continue the development of Racism, Ethnicity and Decolonial Studies (REDS) within its research, UG and MA teaching and MA/PHD supervision drawing on the expertise of its core members.
CERS Racism, Ethnicity and Decolonial Studies (REDS) research/teaching/supervision has enabled the emergence of a coherent narrative around the critical work that we do as a university research centre and provides a surface of inscription for future development and national/international collaborations that is cutting edge and distinctive. This CERS 5 year plan for research/teaching/supervision builds on existing strengths in attracting research funding, academics who have a national and international profile in their fields, teaching at UG (12 modules) and MA levels (1 MA programme) and attracting a large body of PhD students, as well as opening new vistas for research and collaboration. Leeds is the only HEI in the country (and very possibly the world) that has racism studies as a mainstay of its research. This distinguishes us from more conventional permutations of race and ethnicity found elsewhere.
The combination with critical ethnicity studies and the field of decolonial studies positions this CER’s intellectual agendas well for future collaborations both nationally and internationally with partners in Europe, North America, Africa, the Caribbean, Latin America and Asia, areas in which a core of members are already working across 33 countries. This is illustrated for example, by some Visiting Professor/ Research Fellow/ Visiting Fellow positions previously and currently held by some members- the University of the Free State, University of the West Indies, University of Johannesburg, University of Mannheim, University of Sydney, University of Hamburg, UPEACE -UN University for Peace, University of Istanbul, University of British Colombia, Northwestern University, UC Berkley and the Sourbonne. This is also evident in a range of work with which members of CERS are involved which speaks to national and international current HE policy and curriculum developments where members have been invited to frame the agenda for national and international conferences and policy agendas. For example, EU Policy, the development of a nationally recognised Race Equality Charter Mark, UCL/ Southampton ‘Black Studies’ and debates on ‘the white Curriculum’.
Within CERS REDS research/teaching/supervision has intellectual coherence and the characteristics of its constituent elements form a family of related but distinct themes and topics. Specifically, Racism, Ethnicity and Decolonial Studies is involved with Social theories; Governmentality and state formations; Historical sociology which focuses on the shift from the early modern to the modern; Political sociology as it relates to formations of collective identifications; Performance, performativity, identifications and subjectivity; Emotions, bodies and affect ; Labour market, migration, work, care; Feminist and gender studies; Cultural studies; Critical race theory; Whiteness studies; Rhetoric and discourse theory; Critical mixed race studies; Racisms; Technology; Knowledge economies and development; tourism and media industries; Mobility theory; Art; Racialized bodies and beauty; and, Decolonial theory. The methodologies for Racism, Ethnicity and Decolonial Studies span quantitative and qualitiative approaches broadly including, for example, biographies, ethnomethodology, psychosocial studies and discourse analysis.