The session is part of the module ‘diagnosis’ in our course programme dealing with institutional racism in Higher Education. It consists of a digital roundtable discussion with guests from different European or Pan-European contexts plus an internal follow-up among the participants at a later stage to ensure the transfer of the conclusions and lessons learned to the next sessions.

The overall topic of this roundtable is to put to the fore how structural racism and Eurocentrism manifests in HEI. With a particular focus on the local context, the participants will discuss strategies to diagnose and overcome structural racism and eurocentrism in academia. Within this context, the limits and potentials of a dialogue between HEI, civil society organizations and/or activism will be discussed. Thus, the roundtable brings into dialogue European academia with local activists/representatives from civil society organizations who work in the fields of antiracist, decolonial and migrant activism and/or apply intersectional approaches.

The roundtable’s focus will have two aims: First, it will discuss the challenges and difficulties in diagnosing structural racism and Eurocentrism in HEI and look at obstacles and potentials for social, economic, racial and intersectional justice in academia. Second, it aims at strengthening the dialogue between independent researchers, academics, practitioners, artists and members of civil society organizations. The following questions will guide the roundtable discussion:

1. What are the dimensions and dynamics of structural racism and Eurocentrism in Higher Education Institutions?
2. Is institutional racism in HEI addressed and if, how? Do you know projects or initiatives combating or addressing institutional racism in HEI?
3. What are the implications for decolonizing HEI in Europe?

For further orientation, panelists might also consider these other questions:

4. What are the dimensions and dynamics of structural racism and Eurocentrism in your institution? Have they changed over time, and if so, how?
5. Are there diversity and anti-discrimination policies in place in your institutions? How do they address and challenge institutional racism? How would you evaluate the outreach and impact of these policies in preventing racism in institutions?
6. What other strategies exist in your countries and institutions to combat racism? Are your institutions participating in this struggle and how? Do you know initiatives of decolonizing knowledge in your country and in your institution? What are they addressing, how do they work and how do they interact with the institution and the public?
7. Does the decolonization of knowledge and education need the university?

The roundtable should be supported by online live note taking (e.g. on the Miro board) to include the audience and further support a general impression of racism and eurocentrism in HEI in Europe. It will also support the follow-up among the course participants at a later stage, which should be included at the beginning of the schedule of the next day.

After the roundtable, preferably the next day, a follow up should be offered. This is important to ensure that participants have the opportunity to reflect together on what was said the previous day and compare or link it to their own contexts at HEI. The following questions might inspire the follow up process in two or three break out rooms, to enable that all participants can share their thoughts:

1. How is structural racism and eurocentrism reflected in universities? What are the panelists experience?
2. Are you aware of any diversity & Anti-discrimination policies of your university or of a university you are familiar of? Does this reflect on the diversity of staff and students?
3. Are there anti-racist student or decolonizing the univirsity groups at your HEI? Can you tell a success story? Do you think student anti-racist or decolonial activism can impact the career of students (negatively)? Why (not)?
4. Do you think including decolonizing knowledge into the academy can a have a lasting positive impact on education? Why (not)?