Author: rostanetek

A student from the University of East Anglia (UEA) spoke in the House of Commons after her petition to integrate diversity into the school curriculum reached 88,000 signatures.

Cynthia Ashlyne Muthoni who is 22 and studying MSc Climate Change and International Development at UEA presented via video link to a joint session of the Petitions Committee and Women and Equalities Committee on Thursday (5 November).

She is classed as vulnerable to COVID-19 and therefore was unable to physically attend protests over the death of George Floyd in the USA and calls for racial equality in the UK in June, so as an alternative method of protest she started the online petition. Within 48 hours of Cynthia setting up the online petition it gained 10,000 signatures, the necessary amount needed for the Government to respond, and it has steadily grown to just over 88,000 signatures.

Cynthia has experienced and witnessed racism throughout her life. She believes that the key to preventing it in education, healthcare, employment and other parts of society is to actively teach anti-racism to children in schools, so the next generation doesn’t become perpetrators or victims.

She said: “I remember being in school and always being called by the name of another black pupil despite us looking completely different. Teachers were angry to the point they would begin yelling at me for not responding and were later embarrassed by their actions. Sadly, this isn’t the only time I have been subject to racism.

“I would like teachers to be given appropriate anti-racism training, so they feel knowledgeable, confident, and empowered teaching such topics as well as when providing advice and assistance with any incidents of racism.

“Seeing the response to the petition is heart-warming, knowing so many people are co-signing and advocating for your idea because they recognise its importance. It gives you more confidence in your beliefs, it encourages you, and your determination becomes unwavering.

“It’s an honour to appear in parliament in any sense, but to be given the privilege to voice your ideas to people who have the power to affect real change is truly incredible. I feel prepared to combat this argument and demonstrate the necessity of education on racism and diversity being made mandatory.

“My aim is to have this idea transformed into legislation so that a significant portion of the curriculum is dedicated to deconstructing ideas of racism, providing children with tools necessary to combat racism, to become anti-racist and an ally.

“Instead of diversity (racially, ethnically, and culturally) being something children are told to tolerate, it should be something they are taught to celebrate. Diversity isn’t just acknowledgement of differences it’s the empowerment of the elements that make us different.”

Catherine McKinnell MP, Chair of the Petitions Committee, said: “I am pleased that the Petitions Committee is able to hold this joint evidence session with the Women and Equalities Committee and members of the Education Committee on such an important issue. This joint work allows us to delve deeper into concerns to petitioners that cut across policy areas.

“In the last few months, petitions calling for greater diversity in the National Curriculum have seen more than 390,000 signatures. Although the Government’s response to one of these petitions states that the curriculum provides teachers with ‘opportunities…to teach about Britain’s role in colonisation and the transatlantic slave trade’, many petitioners feel this does not go far enough in ensuring that students experience a fully diverse education all year round.”

Caroline Nokes MP, Chair of the Women and Equalities Committee added: “To tackle racism and create a more equal and just society, we must understand and learn from the past. That starts in schools, with a more inclusive history curriculum. The sheer number of signatures these petitions have received show the strength of feeling on these issues. The Woman and Equalities Committee wants to work with the Petitions Committee and colleagues on the Education Committee to explore this in more detail.”

To view the petition, visit: https://petition.parliament.uk/petitions/323808

In the face of the COVID-19 pandemic, many universities have decided to move teaching from their classrooms to the cloud. It is a long known battle for students to gain access to teaching and study material at any time and place, but little did we know that it would be the external pressure of a global pandemic sparking the online revolution within academic institutions.

Almost as if knowing what challenges 2020 would bring, the University of Iceland (UI) tested a new learning management system during the first wave of the pandemic last spring and was ready to implement the improved software in the new academic year be held almost exclusively online. Alongside some of the greater features – integrated assignments, calendars, and multiple forms of feedback for both staff and students – students who submit their assignments on time are celebrated with confetti all over their screens.

Even though studies are now more flexible than ever, and virtual confetti aside, students’ lives have never been as restricted. The social and societal impacts of Covid-19 weigh heavily on us all, not to mention the financial setback many of us have had to tackle (and are still tackling). Many students depended on mini-jobs and were among the first to face lay-offs.

Fear of the unknown

In a survey conducted by the Student Council of UI, 2208 students reported their well-being during the pandemic in association with their studies. A vast majority of students reported feeling higher stress levels due to the pandemic, fearing it will negatively affect their academic progress. More than half of the participants reported feeling anxious, fearing to become infected. The risk of becoming infected is a great uncertainty feeding isolated students’ anxious minds. But it is a source of uncertainty none of us can control.

What we can control, however, is uncertainty within our academic institutions. Instead of re-evaluating restrictions and policies according to fluctuations of the pandemic, why not create a set plan for the whole academic year? The announcement that teaching would be held online this semester was a great relief to many students, but with in-person final exams on the horizon, the complaints box fills up again.

Students are assets

As if exams are not stressful enough, the risk of infection is a more serious threat than potential academic failure. Keeping away from online or take-home exams because they are unknown territory, is no argument for today’s average university student, a digital native. This generation of university students is fluent in technology, indifferent to traditional academia’s presenteeism.

Being part of a network of research-intensive universities across Europe focusing on societal impact, amongst other topics, we are all highly aware of the long-lasting challenges this pandemic brings. The establishment of a “new normal” is evident, but the question remains, by whom?

With a multidisciplinary approach to health research and a large sample of the most forward-thinking young individuals in society, Aurora universities are the perfect testing grounds for innovative practices during these times of uncertainty. Like ours, universities can use this opportunity to serve as a leading light to society in finding a new normal.

Written by Emily Reise Aurora Student Council Secretary

Elísabet Brynjarsdóttir, former President of the University of Iceland Student Council and the Aurora Student Council, was recently selected as Outstanding Young Icelander of 2020 for her contributions in the area of philanthropy and volunteering.

The award is presented by JCI Iceland, who recognises people as part of an international programme that JCI organises all over the world to honour success and motivate other young people to succeed.

This was the nineteenth time the award has been presented in Iceland. As previously, the evaluation committee nominated ten people, all of whom were recognised as an Outstanding Young Icelanders for their contributions to Icelandic society. The group includes several current and former University of Iceland students.

The award itself is then presented to one person who stood out in particular, and the honour this year went to Elísabet Brynjarsdóttir. Elísabet received the award from Guðlaug Birna Björnsdóttir, National President of JCI Iceland, on 18 November.

Elísabet graduated from the University of Iceland with a degree in nursing in 2017. During her time as a student, she was involved in establishing the mental health education association Hugrún, working together with other University of Iceland students in nursing, psychology and medicine. The association educates young people about mental health and the resources available. Elísabet served as director of the association for the winter 2017-2018.

In the winter 2018-2019, Elísabet was President of the Student Council at the University of Iceland. During her term she organised the climate strike here in Iceland. She was also elected President of the Aurora Student Council 2018-2020, Aurora being a collaborative network of 9 prestigious European universities, including the University of Iceland. As President, Elísabet represented a total of 230,000 students within the network; this is probably the largest group that any Icelandic student leader has ever led in an international context.

Incredible achievement in raising awareness of drug abuse

Elísabet now works as a project manager at Frú Ragnheiður, a harm reduction service from the Red Cross in Iceland, having previously worked as a nurse for Frú Ragnheiður for two years. Before that, she worked on the project as a volunteer.

“As project manager, she has achieved incredible things in organising our work and raising awareness of the causes, nature and consequences of drug abuse for the individual as well as society as a whole, such as conditions for the homeless and the less able. She is a tireless advocate for marginalised groups, for example the homeless and intravenous drug users. She educates the public about people with drug abuse problems and is passionate about the subject. She has taken on the role of trying to show the nation that people are people, no matter what circumstances they find themselves in, everyone deserves compassion and respect,” said the statement from the JCI evaluation committee.

Aurora, alongside the University of Iceland, congratulates Elísabet on her recognition as an Outstanding Young Icelander.