Syra Shakir
Biographic Data
| ID | 352054 |
|---|---|
| NAME | Syra Shakir |
| GIVEN NAMES | Syra |
| FAMILY NAME | Shakir |
| SIGNATURE | SHAKIR S |
| AFFILIATIONS | Leeds Trinity University |
| ORCID | 0000-0002-3173-9807 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Navigating the margins
Purpose This paper aims to examine how intersectional leadership is practised and constrained within UK higher education through the lived experience and critical autoethnographic reflection of a racialised woman equity leader. Drawing on critical race theory (CRT), Black feminist thought, decolonial pedagogy and the concept of the racial regime, it interrogates how whiteness, patriarchy, capitalism and social class co-produce the conditions unde…
The Enforced Silence
This article interrogates “enforced silence” in higher education as an active, racialised technology of governance that manages speech, polices dissent, and narrows the horizons of legitimate knowledge. Bringing scholarship on institutional racism, decoloniality, and academic freedom into dialogue with analyses of scholasticide, the systematic destruction of education and intellectual life in Palestine, the paper argues that neutrality and profes…
No end and no beginning; race equity in higher education
Purpose To provide insights around navigating, coping and tackling racial inequalities at university through three key areas: peer support through sharing stories, motivating others in the call to action through developing an anti-racist socially just consciousness and student staff co-creation to build belonging and community at university. Design/methodology/approach Varied approaches are included around pedagogy, curriculum, peer support, usin…
Safe Spaces to Discuss Wicked Problems
This article discusses the impact of a staff and student co-creation project embedded within a core module, which worked to both explore and seek ways to address the awarding gap. The project established safe spaces for students to share difficult lived experiences at the university, spanning an academic year, and included students in their final year of undergraduate study from a range of disciplines. Student experiences were gathered to inform …
No end and no beginning; race equity in higher education
Purpose To provide insights around navigating, coping and tackling racial inequalities at university through three key areas: peer support through sharing stories, motivating others in the call to action through developing an anti-racist socially just consciousness and student staff co-creation to build belonging and community at university. Design/methodology/approach Varied approaches are included around pedagogy, curriculum, peer support, usin…
Safe Spaces to Discuss Wicked Problems
This article discusses the impact of a staff and student co-creation project embedded within a core module, which worked to both explore and seek ways to address the awarding gap. The project established safe spaces for students to share difficult lived experiences at the university, spanning an academic year, and included students in their final year of undergraduate study from a range of disciplines. Student experiences were gathered to inform …
The Enforced Silence
This article interrogates “enforced silence” in higher education as an active, racialised technology of governance that manages speech, polices dissent, and narrows the horizons of legitimate knowledge. Bringing scholarship on institutional racism, decoloniality, and academic freedom into dialogue with analyses of scholasticide, the systematic destruction of education and intellectual life in Palestine, the paper argues that neutrality and profes…
No end and no beginning; race equity in higher education
Purpose To provide insights around navigating, coping and tackling racial inequalities at university through three key areas: peer support through sharing stories, motivating others in the call to action through developing an anti-racist socially just consciousness and student staff co-creation to build belonging and community at university. Design/methodology/approach Varied approaches are included around pedagogy, curriculum, peer support, usin…
Navigating the margins
Purpose This paper aims to examine how intersectional leadership is practised and constrained within UK higher education through the lived experience and critical autoethnographic reflection of a racialised woman equity leader. Drawing on critical race theory (CRT), Black feminist thought, decolonial pedagogy and the concept of the racial regime, it interrogates how whiteness, patriarchy, capitalism and social class co-produce the conditions unde…
Critical Race Theory in Education (2 works) · Higher Education Research Studies (2 works) · Political science (2 works) · Sociology (2 works) · Transformative learning (2 works) · Academic freedom (1 work) · Action (physics (1 work) · Autoethnography (1 work) · Citizen journalism (1 work) · Co-Creation (1 work)