{"id":1013,"date":"2025-03-27T15:58:48","date_gmt":"2025-03-27T15:58:48","guid":{"rendered":"https:\/\/blog.westminster.ac.uk\/studentpartnership\/?page_id=1013"},"modified":"2025-05-27T17:58:04","modified_gmt":"2025-05-27T16:58:04","slug":"workshops","status":"publish","type":"page","link":"https:\/\/blog.westminster.ac.uk\/studentpartnership\/workshops\/","title":{"rendered":"Workshops"},"content":{"rendered":"\n

Our student-staff partnership work at the University of Westminster has been deeply influenced by Black feminist, decolonial and queer scholars and their visions of transformative pedagogical spaces within and outside of universities.  We are often led by the work of bell hooks and her approach to engaged pedagogy: \u2018learning and talking together, we break the notion that our experience of gaining knowledge is private, individualistic, and competitive. By choosing and fostering dialogue, we engage mutually in a learning partnership\u2019 (2010). To honour the collective knowledge and wisdom of hooks and other scholars whose work propels us toward social justice we have approached this roundtable as an opportunity to learn together, not just by listening and learning from others\u2019 experiences, theorising and research, but also through workshops.  <\/p>\n\n\n\n

On the programme you will see that there are lots of different workshops throughout the three days.  Some of these are workshops that we commissioned to ensure that there would be spaces for collective learning. Below you will find information about the workshops that we have commissioned along with information about the workshop facilitators.  In the roundtable programme, you will also find information about these and all of the other exciting workshops we have received proposals for.<\/p>\n\n\n\n

Workshops<\/strong><\/h5>\n\n\n\n

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Not Fit for Purpose: Mending for Hope<\/strong><\/span><\/h6>\n\n\n\n

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Extractivist thinking is an approach that separates resources from their original contexts, linked to colonial or capitalist exploitation, and describes the exploitation of people, land, and cultures. Extractivist approaches underpin the university, seeing knowledge as a resource to be mined and exploited, objectifies people and ecosystems as sources of data and imposes western frameworks on all forms of knowing: this approach is not fit for purpose.<\/p>\n\n\n\n

Instead we need alternatives approaches, ones that resist the colonial harms that dominate the university and educational processes. To explore these themes, this workshop will use everyday fashion mending techniques rooted in home dressmaking and ancestral knowledges systems that embody anti- racist, non-elitist, and non-heteronormative concepts with the hope of mending garments as a way to discuss mending the university: we will ask how these approaches work towards reciprocal, respectful knowledge sharing that centres local and embodied knowledge systems?<\/p>\n\n\n\n

Please bring an item of clothing that is no longer fit for purpose that you would like to mend: stained, ripped, too small, too big, full of holes, moth eaten, worn out, or something that you no longer wear. You will be shown some simple sewing techniques for patching and mending. You will be provided with needles, threads and fabric patches and hopefully will be able to take home a mended garment, anew with hope!<\/p>\n\n\n\n

Facilitator: Tanveer Ahmed (UAL, Central Saint Martins)<\/p>\n\n\n\n

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Tanveer (she\/her) is Senior Lecturer in Fashion and Race at Central Saint Martins. Her research recognises the urgent need to explore alternative justice-oriented forms of fashion design by centring plural fashion narratives inspired by anti-colonial concepts of fashion. Working in the emerging academic field of decolonial fashion has led to Tanveer writing key decolonising fashion modules in the UK at The Royal College of Art and Central Saint Martins and internationally, for The American University of Paris. Tanveer has also been invited to guest lecture on decolonial design at universities in the UK, The Netherlands, Germany, France and Switzerland. Tanveer\u2019s publications have contributed to the growing body of literature that aims to decolonise the Eurocentric canon of fashion and recent publications include \u2018bell hooks: The Joys of Cultural Differences and Racial Justice in Fashion\u2019 in Thinking Through Fashion, (eds Rocamora and Smelik, Bloomsbury 2005)<\/p>\n\n\n\n

Critical intersections: Principles and values in social justice and partnership work<\/strong><\/span><\/h6>\n\n\n\n

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Approaches to partnership and social justice work mandate both students and staff to be cognisant of the principles and values that shape who they are in order to produce authentic and ethical outcomes. In this workshop, Maisha will explore with participants the critical intersections of positionality, theory and the current socio-political climate which invariably shape the context of partnership work but also the systemic factors which both threaten and strengthen the need for equity-based approaches in higher education. <\/p>\n\n\n\n

Facilitator: Maisha Islam (University of Southampton)<\/p>\n\n\n\n

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Maisha Islam is the Research Culture Lead for Equality, Diversity and Inclusion at the University of Southampton\u2019s Doctoral College. Her research areas of interest and expertise centre student engagement, and racial and religious equity in higher education. She is a co-editor of the recently published book \u2018Uncovering Islamophobia in Higher Education: Supporting the success of Muslim students and staff\u2019, and co-Chair of a Research England\/Office for Students Steering Group seeking to improve access and participation of racially minoritised students in postgraduate research. <\/figcaption><\/figure>\n\n\n\n

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MaahlGa Sdiihlga GawGa \u2013 \u201cReturning Missing Seeds\u201d: Reclaiming Indigenous Power Structures<\/strong><\/span><\/h6>\n\n\n\n

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This session provides an overview of Indigenous power structures and their barriers aimed at revitalization, reclamation, and reconciliation. Topics covered will include: Rematriation, decolonization, Indigenization, intergenerational trauma, biological warfare, and forced relocation. Much of these knowledges are tied to Indigenous lands on Turtle Island (colonially-called Canada) but are fluid, flexible, and adaptable by expanding to lands impacted by colonialism, white supremacy, and eco-terrorism. Centralizing relationality and understanding the colonial hi\/stories of the lands we are situated on is a starting point to support the reclamation of Indigenous power structures. <\/p>\n\n\n\n

Facilitator: Yahlnaaw<\/p>\n\n\n\n

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Jah! Xaaydaga \u2018las! Yahlnaaw han.nuu dii kiiGa ga. HlGaagilda Xaayda Gwaii sda.uu hll iigiing. L\u018fK\u0313\u02b7\u018f\u014a\u018fN sda.uu hll naa.uu dii gan. Way.yad.uu \u2018Treaty 1\u2019 guu.uu hll naa.uu dii ga. 
\u201cHello! Wonderful people! My name is Yahlnaaw and I am from Skidegate, Haida Gwaii. I have the privilege of currently feeling a sense of home between Treaty 1 (colonially called Winnipeg, MB, Canada) and L\u018fK\u0313\u02b7\u018f\u014a\u018fN (colonially called Victoria, BC, Canada) lands\u201d. I am Indigenous, queer, and transgender which often feels like being pulled into many intersecting worlds. I hold my identities, lived experiences, and relationships closely because I believe these forces shape and (re)direct my living and learning journey. 
I am currently the Founder and Lead Consultant at Taajuu Consulting \u2013 an Indigenous, 2SLGBTQIA+, and anti-oppression consulting company alongside holding the position of Indigenous Rights and Anti-Racism officer for the Equity and Human Rights office at the University of Victoria.<\/figcaption><\/figure>\n\n\n\n

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Dreaming Alternatives for Western Neoliberal Academia with Delso Batista<\/strong><\/span><\/h6>\n\n\n\n

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\u201cO sonho fecunda a vida e vinga a morte”<\/p>\n\n\n\n

\u201cDreams fertilize life and avenge the death\u201d \u2013<\/p>\n\n\n\n

Concei\u00e7\u00e3o Evaristo.<\/p>\n\n\n\n

Decolonial dreaming fundamentally transforms exclusionary and hierarchical practices in spaces like the Western neoliberal university. It involves a practice of participatory dialogue and collective reimagination, creating alternative ways of being and relating. Rooted in ancestral knowledge, decolonial dreaming connects the past, present, and future through storytelling, art, reciprocity, and song. As an essential step in decolonisation, dreaming creates opportunities for dialogue and new social possibilities. The practice of communal dreaming encourages resistance to colonial legacies, bridging human experiences and contributing to envisioning alternatives for social interaction. Decolonial dreaming fosters collective engagement and commitment to action toward change. Recognising the decolonial project as an ongoing endeavour in the face of coloniality, dreaming plays a crucial role in reimagining and envisioning change in spaces like academia. Objectives: This workshop invites students, faculty, and staff to collectively reimagine university spaces by challenging oppressive practices and envisioning new possibilities. Through the practice of a dreaming council, participants can share stories about the future of higher education. Methods: The proposed activities consist of the practice of social dreaming through the council, the practice of people gathering to share stories, listen deeply, and speak from the heart. It involves active listening that promotes collective envisioning and reimagination and cultivates humanisation and connection among participants.  Expected outcomes: 1) Develop a collective understanding of decolonial dreaming through discussion and reflection on key theories. 2) Engage in a Dreaming Council to explore the past, present, and future of neoliberal universities, using storytelling, dialogue and imagination to create a collective dreaming.<\/p>\n\n\n\n

Facilitator: Delso Batista<\/p>\n\n\n\n

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Delso Batista is a clinical psychologist and psychotherapist with a PhD in Psychology in progress at Nottingham Trent University, focusing on the experiences of racialised students in higher education. He holds a degree from PUC-MG (Brazil) and a master’s from ULHT (Portugal). His work spans LGBTQIA+ issues, decolonisation, mental health, and intersectionality, with experience across Brazil, Portugal, and the UK. A registered OPP, EuroPsy, and BACP member, he has worked with institutions like NEPE, RUMO, and Docklands Outreach. He is also the author of Posso te tratar por tu? (2021) and Tudo \u00e9 Racismo (?) (2024).<\/figcaption><\/figure>\n\n\n\n

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Click, share, change: Social media for social justice and building partnerships with the University of Westminster Student Partnership Ambassadors<\/strong><\/span><\/h6>\n\n\n\n

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Social media has become a powerful tool for activism, shaping conversations around justice, equality, and change. Movements like #BlackLivesMatter and #MeToo have shown how digital platforms can bring attention to racial injustice, gender inequality, and other systemic issues, sparking widespread discussions and even influencing policy. But while social media can amplify marginalised voices and drive movements forward, it also reinforces bias and misinformation through algorithms and digital inequalities. This workshop dives into how students and staff can use digital platforms to support social justice and build meaningful partnerships. <\/p>\n\n\n\n

Participants will engage in interactive discussions and hands-on activities that explore the role of social media in advocacy and community engagement. Whether you’re just starting out or looking to deepen your understanding, this workshop will offer both theoretical and practical insights to help you understand and use digital platforms more effectively. <\/p>\n\n\n\n

Facilitators: Student Partnership Ambassadors<\/p>\n\n\n\n

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Esra Tahir is a final-year Biomedical Science student at the University of Westminster, with a keen interest in neuroscience and mental health. She has experience in research, student partnership projects, and social media engagement, with a strong focus on decolonisation, social justice, and inclusive education. She is currently a Student Ambassador for the Social Pedagogies for Social Justice (PSJ) Project, where she organises events, and conducts research on anti-racist and decolonial practices in education. She also works as a Research Assistant on a QHT-funded neuroscience study, investigating the role of clay-based learning in education and wellbeing.  <\/figcaption><\/figure>\n\n\n\n
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Khimkala Gurung is currently pursuing a degree in Biomedicine, with a strong passion for exploring the intersection of science and healthcare. As a Student Partnership Ambassador, she works to bridge the gap between students and faculty, ensuring that student voices are heard while contributing to a more inclusive and supportive learning environment. She is dedicated to advocacy, collaboration, and creating spaces where students can thrive both academically and personally. Beyond her studies and ambassador responsibilities, Khimkala enjoys engaging in science outreach and exploring her love for cooking. She believes in the power of student partnerships to drive positive change within the university community. <\/figcaption><\/figure>\n\n\n\n
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\u00d6zge S\u00fcvari (she\/her) is a doctoral researcher in the School of Architecture + Cities at the University of Westminster. Her research interests include Anthropocene histories, ecologies, and beings, with a particular focus on the role of drawing in deciphering the climate crisis. Before her doctoral studies, she was an adjunct lecturer and practising architect in Turkey, where she was committed to designing public spaces and buildings in environmentally responsible ways. Since January 2024, she has been a research intern on the Pedagogies for Social Justice (PSJ) project and a student ambassador with the Student Partnership team. Navigating in academia as a both student and lecturer, she is committed to partnership and social justice as fundamental to shaping research, teaching, and learning. <\/figcaption><\/figure>\n\n\n\n
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Yumeng Yang is a MPhil student in Sociology at the University of Westminster. Yumeng\u2019s research is at the intersections of media studies, gender studies and Chinese studies. She is particularly interested in the study of queer expression on Chinese social media platforms. In 2023, she participated in the Chinese National College Student Entrepreneurship Project. This experience allowed her to collaborate with peers from diverse cultural backgrounds, deepening her appreciation for teamwork and the value of multicultural perspectives and student insights in enhancing projects. As a Student Ambassador, she recognizes the unique opportunity to bridge the gap between students, faculty, and the wider community in University of Westminster. Yumeng Yang aims to promote cross-cultural exchange by engaging with students from various nationalities and academic disciplines and advocate for student voices in shaping a more accessible and welcoming academic environment. Meanwhile, she is also keen on developing a deeper intercultural understanding, which complements her academic pursuits in sociology and enhances her personal growth. By serving as a Student Ambassador, she hopes to inspire others to embrace diversity and work collectively towards a more inclusive university experience for all. <\/figcaption><\/figure>\n","protected":false},"excerpt":{"rendered":"

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