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On 5 Feb 2021, at 10:36, Nathan Ghann <[log in to unmask]> wrote:
Hi Gurnham,
Long time, I trust you are well,
Yes, I'm a firm believer of using coaching-style conversations with a behavioural awareness approach to focus on a student's psychographic strengths and assets rather than solely on their demographic deficits.
Here is a link to a presentation i delivered a while back, happy to have a further conversation and share learnings
Kind regardsNathan
From: Higher Education Race Action Group alerts and communications <[log in to unmask]> on behalf of Gurnam Singh <[log in to unmask]>
Sent: 04 February 2021 17:04
To: [log in to unmask] <[log in to unmask]>
Subject: Mentoring programmes avoiding deficit modeling.Dear Colleagues
At Coventry we have developed a peer mentoring using a blended approach and we are seeing to avoid it being simply another resource accessed by students who may already be advantaged; the research suggests that this tends to happen. What we want to achieve is maximum participation of disadvantaged students, particularly with the BAME and Disabled students without slipping into deficit modelling. Does anybody have any thoughts or examples of good practice and/or research on this?
With thanks
Gurnam
Dr Gurnam Singh (PhD, FRSA, NTF)
Associate Professor of Equity (PT), Office of Teaching and Learning
Coventry University, Priory Street, COVENTRY, CV1 5FB
T: +44 (0)24 7765 7886 | E: [log in to unmask] | Twitter @gurnamskhela
Facebook: https://www.facebook.com/gurnam.s.khela/ |
WWW: https://pureportal.coventry.ac.uk/en/persons/gurnam-singh-2
<image001.jpg>Associate Professor of Sociology (Hon), University of Warwick.
Visiting Professor of Social Work, University of Chester
Visiting Fellow in Race and Education, University of the Arts, London.
"People with advantages are loath to believe that they just happen to be people with advantages. They come readily to define themselves as inherently worthy of what they possess; they come to believe themselves “naturally” elite; and, in fact, to imagine their possessions and their privileges as natural extensions of their own elite selves (p14).” (C.Wright Mills, (1956/2000) The Power Elite, Oxford)
Recent and forthcoming publications:
Singh, G (2020) Decolonising pedagogy and e learning: challenges and possibilities. NERUPI/Bath University. 17/18 September 2020 https://drive.google.com/file/d/1cvfQwrZd2NU8hGq4qXX4YFlhT6Tjk4Gl/view
Singh, G (2020) Now you see me, now you don’t! Making sense of the Black and Minority Ethnic (BME) experience of UK Higher Education: one person’s story, in, The Palgrave Handbook of Auto/Biography, Parsons, Julie M., Chappell, Anne (Eds.). London, Palgrave Macmillan
Singh, G (2020) Supporting Black, Asian Minority Ethnic (BAME) students during the COVID-19 crisis.
Blog Post, 15th April 2020, Shades of Noir. Available at: http://shadesofnoir.org.uk/supporting-black-asian-minority-ethnic-bame-students-during-the-covid-19-crisis/
Singh, G and Masocha, S (Eds) (2020) Anti-Racist Social Work Practice: International Perspectives. London, Palgrave Macmillan.
Singh, G (2020) Kartar Singh Sarabha: The student leader who changed the course of history. Malaysia, Asia Samachar. 3rd March 2020. https://asiasamachar.com/2020/03/03/30036/
Singh, G (2020) The Case for Panjabi Ethnicity. Malaysia, Asia Samachar. 16th Jan 2020 https://asiasamachar.com/2020/01/16/29140/
Hadwin, D., Singh, G., and Cowden, S (2020) Working with Unaccompanied Minors, Chapter 17, in J, Parker and S. A., Crabtree (Eds) Human Growth and Development in Children and Young People: Theoretical and Practice Perspectives (Volume I). Bristol, Policy Press.
Hadwin, D., Gizani, H., Singh, G (2020) Working with Unaccompanied Refugee Minors, Chapter 19, in, J, Parker (ed) Introducing Social Work. London, Sage/Learning Matters.
Singh, G (2019) Anti-oppressive Social Work, Neoliberalism and Neoeugenics, in, M, Lavalette and I Ferguson, What is the future of social work?: Austerity, welfare transformations and alternative futures. Bristol, Policy Press
No.1 Modern University in the Midlands
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