Below is a list of quotes cited in the recording with time stamps:
0 minutes and 27 seconds: White privilege is “the absence of having to live with the consequences of racism” (Channel 4, 2020, 0:36)
1 minute and 3 seconds: “Whiteness is an invisible structural feature of the institution” (Garrett, 2024, pp.3)
1 minute and 12 seconds: “to understand this, whiteness must be seen as more than an ‘optical privilege’ in the workplace but as an ecology of hostile structures and practices that shape what we consider to be daily norms”. (Garrett, 2024, pp.3)
3 minutes and 31 seconds: “colonial histories of UK institutional landscapes shape the identities we consider to be ‘normal’ and form social and cultural practices in the image of whiteness” (Jones and Okun 2001 cited in Garret 2024, pp.3)
5 minutes and 28 seconds: “numbers are not neutral and should be interrogated for their role in promoting deficit analyses that serve white racial interest” (Bradbury, A., 2020, pp. 244)
7 minutes and 30 seconds: “higher educational spaces need to address the racist cultural expectations based on whiteness they placed on racialised minority academics to be ‘model minorities'”. (Garrett, 2024, pp.9)
8 minutes and 14 seconds: “how can I become something I can’t see?” (Sadiq, A., 2023, 2:00)
11 minutes and 39 seconds: “As Fanon articulates, race itself is an imagination of colonial minds to maintain Western authority. Geographies of the globe are formed through banal projected imaginations, constructing the West as the enlightened superior to the inferior East and South”. (Garrett, 2024, pp.5)
11 minutes and 58 seconds: “If imaginations have the potential to transform our political, social and cultural understandings of the globe and communities within it, they also have the ability to transform career trajectories within academia”. (Garrett, 2024, pp.5)
12 minutes and 13 seconds: “Imaginations are potent and are affected by whiteness and racism in institutions as tenuous structures of race attempt to dictate what imaginations do or do not manifest”. (Garrett, 2024, pp.5)
Reference list:
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}. Youtube. 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.
Le Guin, U.K., (1986). The carrier bag theory of fiction. In: U.K. Le Guin, Dancing at the Edge of the World: Thoughts on Words, Women, Places. New York: Grove Press, pp.165–170.
Orr, J. (2022) Revealed: The charity turning UK universities woke. The Telegraph [Online]. Youtube. 5 August. Available at: https://www.youtube.com/watch?v=FRM6vOPTjuU (Accessed: 10 July 2025).
Sadiq, A. (2023) Diversity, Equity & Inclusion. Learning how to get it right. TEDx [Online}. Youtube. 2 March. Available at: https://www.youtube.com/watch?v=HR4wz1b54hw (Accessed: 10 July 2025).