Addressing racialised assumptions in the classroom
The BA Graphic Branding & Identity course at London College of Communication I used to teach on has a high proportion of international students from Asia. I have noticed a recurring pattern among myself and my colleagues: a tendency to treat Asian students as a homogenous group. When discussing teaching strategies or cultural differences, we often overlooked the diversity within the group. While the majority of students come from mainland China, we also have students from Taiwan, Korea, Thailand and Japan. This lack of differentiation risks flattening individual identities and can perpetuate subtle forms of racism by erasing students’ specific cultural and linguistic contexts.
Reflecting on this, I am reminded of Bradbury’s (2020) use of Critical Race Theory (CRT) to critique education policy that positions bilingual learners as a problem to be managed rather than recognising their diverse resources. In our case, assumptions about ‘Asian students’ often underpin pedagogical strategies designed to support them, but these strategies can unintentionally reinforce stereotypes—such as the idea that they are passive or hesitant to critique. CRT challenges us to question whose cultural norms are centred in our teaching practices and whose are marginalised.
Sadiq’s (2023) TEDx talk about Diversity, Equity and Inclusion resonates with me while reflecting on the issue. He highlights the importance of moving beyond performative gestures to a deeper cultural humility: we need to be willing to acknowledge what we don’t know and to ask questions. Taking this on board, I started to initiate more personal and curious conversations with international students in my cohort. I’ve asked about their cultural backgrounds, family structures, and their general feelings about studying and living in London. These exchanges have revealed not only the rich variety of experiences among the students but also how much they appreciate being seen as individuals rather than representatives of a single group.
At the same time, I am aware of my own discomfort around these conversations, fearing I may “get it wrong.” As Channel 4’s The School That Tried to End Racism (2020) illustrates, confronting our own biases is challenging but essential work. Avoiding the issue only allows harmful patterns to persist. Garrett (2024) notes how racialised minorities in UK academia are affected by structural racism that limits their opportunities. As educators, I feel a strong responsibility not to reproduce these structures by normalising careless generalisations about our students.
Going forward, I want to continue this practice of active enquiry; finding unobtrusive ways to invite students to share where they are from, how they experience the course, and what support they need. This could be as simple as beginning tutorials with open questions about students’ linguistic and cultural positioning, or as systemic as advocating for staff training on intercultural competence (something I really want to attend for example is the course on how to pronounce Asian names correctly!).
Ultimately, anti-racism in the classroom is not only about challenging overt discrimination but also about helping shape students’ sense of belonging. This reflection has shown me that resisting the ‘single story’ of Asian students is a necessary step in creating a more equitable learning environment.
References
Bradbury, A. (2020) ‘A critical race theory framework for education policy analysis: The case of bilingual learners and assessment policy in England’, Race Ethnicity and Education, 23(2), pp. 241–260.
Channel 4 (2020) The School That Tried to End Racism. [Online video]. 30 June. Available at: https://www.youtube.com/watch?v=1I3wJ7pJUjg (Accessed: 10 July 2025).
Garrett, R. (2024) ‘Racism shapes careers: career trajectories and imagined futures of racialised minority PhDs in UK higher education’, Globalisation, Societies and Education, pp. 1–15.
Sadiq, A. (2023) Diversity, Equity & Inclusion: Learning how to get it right. [Online video]. TEDx. 2 March. Available at: https://www.youtube.com/watch?v=HR4wz1b54hw (Accessed: 10 July 2025).