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Hello Gurnham and HERAG colleagues Hope this finds you all well. Here is the information about the University of Brighton Identity Match Mentoring Programme https://www.brighton.ac.uk/careers/mentoring/identity-mentoring-match/index.aspx which might be of interest Best wishes Jo Joanna MacDonnell MA PGCert PFHEA FSEDA Director of Education and Students Room 812 Cockcroft, Moulsecoomb Campus Message me on MS Teams<https:[log in to unmask]> Executive Assistant Alison Curry [log in to unmask]<mailto:[log in to unmask]> P Please don't print this e-mail unless you really need to. From: Higher Education Race Action Group alerts and communications <[log in to unmask]> On Behalf Of Tinu Cornish Sent: 05 February 2021 11:06 To: [log in to unmask] Subject: Re: Mentoring programmes avoiding deficit modeling. Hi Gurnham, Great to see your name pop up! Kings in conjunction with the Behavioural Insights Team did a very innovative piece of research looking at the use of and type of text message to engage under resourced students with student support and things like student societies etc. https://blogs.kcl.ac.uk/behaviouralinsights/ https://www.kcl.ac.uk/study/widening-participation/what-works/our-reports All the best, Tinu Cornish 07941955147 Sent from my iPhone On 5 Feb 2021, at 10:36, Nathan Ghann <[log in to unmask]<mailto:[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 https://www.advance-he.ac.uk/knowledge-hub/student-retention-and-success-symposium-asset-based-rather-deficit-based-student<https://emea01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.advance-he.ac.uk%2Fknowledge-hub%2Fstudent-retention-and-success-symposium-asset-based-rather-deficit-based-student&data=04%7C01%7C%7Cc437b88521ac4e553c6808d8c9c1e158%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C637481181834231541%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=M1AG%2BRfncXEAXarOlwl0GbPtTyEIg7PIMcuq0hd%2Fndc%3D&reserved=0> Kind regards Nathan ________________________________ From: Higher Education Race Action Group alerts and communications <[log in to unmask]<mailto:[log in to unmask]>> on behalf of Gurnam Singh <[log in to unmask]<mailto:[log in to unmask]>> Sent: 04 February 2021 17:04 To: [log in to unmask]<mailto:[log in to unmask]> <[log in to unmask]<mailto:[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]<mailto:[log in to unmask]> | Twitter @gurnamskhela Facebook: https://www.facebook.com/gurnam.s.khela/<https://emea01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.facebook.com%2Fgurnam.s.khela%2F&data=04%7C01%7C%7Cc437b88521ac4e553c6808d8c9c1e158%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C637481181834231541%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=OPfXR11A4jxQmOYlW8cZlGFJJUVqAyJKgYiAGMSidJs%3D&reserved=0> | WWW: https://pureportal.coventry.ac.uk/en/persons/gurnam-singh-2<https://emea01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fpureportal.coventry.ac.uk%2Fen%2Fpersons%2Fgurnam-singh-2&data=04%7C01%7C%7Cc437b88521ac4e553c6808d8c9c1e158%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C637481181834231541%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=ziDqRgcOppEoUey6EYsfhIHSJtUAUtfTuoWtFVMPccQ%3D&reserved=0> <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<https://emea01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdrive.google.com%2Ffile%2Fd%2F1cvfQwrZd2NU8hGq4qXX4YFlhT6Tjk4Gl%2Fview&data=04%7C01%7C%7Cc437b88521ac4e553c6808d8c9c1e158%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C637481181834241497%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=rhO2%2BG6v7pGoYyR2gl0NeTIa%2Fdin3Orj2ged%2BGOlDUc%3D&reserved=0> 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/<https://emea01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fshadesofnoir.org.uk%2Fsupporting-black-asian-minority-ethnic-bame-students-during-the-covid-19-crisis%2F&data=04%7C01%7C%7Cc437b88521ac4e553c6808d8c9c1e158%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C637481181834241497%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=AropN6I42xzO0TToxpDD7%2FNJhFy2T5UNd8sXHEYi%2FXI%3D&reserved=0> 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/<https://emea01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fasiasamachar.com%2F2020%2F03%2F03%2F30036%2F&data=04%7C01%7C%7Cc437b88521ac4e553c6808d8c9c1e158%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C637481181834251455%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=Q2z1hqJAjYcEP494t%2FD5v720oHvUMG3um38a5BVch2k%3D&reserved=0> Singh, G (2020) The Case for Panjabi Ethnicity. Malaysia, Asia Samachar. 16th Jan 2020 https://asiasamachar.com/2020/01/16/29140/<https://emea01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fasiasamachar.com%2F2020%2F01%2F16%2F29140%2F&data=04%7C01%7C%7Cc437b88521ac4e553c6808d8c9c1e158%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C637481181834251455%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=SJyKLq8DrSEpSaCnj%2FFf8JqVIlVJo%2FNdWAy3D8ZRZXc%3D&reserved=0> 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 Guardian University Guide 2021 1st for Overseas Student Experiences based on student trips abroad from HESA 2018/19 UK data Top 30 in the World for International Students QS World University Rankings 2021 University of the Year for Student Experience 2019 The Times and Sunday Times Good University Guide 2019 NOTICE This message and any files transmitted with it is intended for the addressee only and may contain information that is confidential or privileged. Unauthorised use is strictly prohibited. If you are not the addressee, you should not read, copy, disclose or otherwise use this message, except for the purpose of delivery to the addressee. 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