Black and Ethnic Minority Academics’ Perspectives on Intercultural Interaction in UK Universities: Beyond Racialization

Underpinned by frameworks of intercultural interaction, representation and discourse analysis, this research aimed to explore ambiguities and examine salient factors in intercultural interaction in UK universities, from the perspectives of four BAME lecturers and a lecturer from mainstream British culture. Informed by interpretive qualitative methodology and convenient sampling, data was collected through individual semi-structured interviews and the Nvivo software was used for analysis. Findings revealed that the experiences of academics in intercultural interaction with students were homogeneous across the board irrespective of their racial backgrounds. Despite a high level of intercultural awareness, some students and academics were unable to deconstruct stereotypes in cultural representation. It seems that universities do little to help academics and students develop and sustain intercultural awareness. There is hardly any systemic, structural, and coordinated approach in addressing cultural issues that may emerge in the classroom, as academics are left to figure it out by themselves. Some implications for policy in the higher education contexts were identified and recommendations made. 

Underpinned by frameworks of intercultural interaction, representation and discourse analysis, this research aimed to explore ambiguities and examine salient factors in intercultural interaction in UK universities, from the perspectives of four BAME lecturers and a lecturer from mainstream British culture. Informed by interpretive qualitative methodology and convenient sampling, data was collected through individual semi-structured interviews and the Nvivo software was used for analysis. Findings revealed that the experiences of academics in intercultural interaction with students were homogeneous across the board irrespective of their racial backgrounds. Despite a high level of intercultural awareness, some students and academics were unable to deconstruct stereotypes in cultural representation. It seems that universities do little to help academics and students develop and sustain intercultural awareness. There is hardly any systemic, structural, and coordinated approach in addressing cultural issues that may emerge in the classroom, as academics are left to figure it out by themselves. Some implications for policy in the higher education contexts were identified and recommendations made.