There are 2 possible ways of teaching the BRIDGES course:

  • Online: Using the BRIDGES Virtual Lab and the associated MIRO space.
  • Face to face: Downloading the PDF Course and applying it in person.

Workload: 75 hours, equivalent to 3 ECTS

Description Introduction and driving questions

Is it possible to decolonize education? How can we diversify the production and reproduction of knowledge? How to transform the university and other learning spaces in order to dismantle structural racism? How to struggle against discrimination within the university from a critical, feminist and intersectional perspective? Which are the everyday practices and mechanisms that, in classrooms, reproduce the social inequalities that also occur outside of them? What pedagogical tools and strategies can we use to produce radical interventions within these spaces? 

The BRIDGES COURSE Building Solidarities – Feminist and Anti-Racist Practices in Higher Education was collaboratively designed by academics and activists from Higher Education Institutions and Civil Society Organisation. It aims at promoting and experimenting with feminist and anti-racist pedagies to transform spaces of Higher Education.

Objectives Goals of the course
  • To provide the tools to analyse the mechanisms and conditions of institutional inequality that are produced and reproduced within Higher Education.
  • To explore and deepen our undertsanding of key theories, concepts and practices related to anti-racist and feminist struggles.
  • To experiment with, and put into practice, pedagogical methods and strategies that challenge racism and discrimination within and outside the classroom.
  • To promote participants’ role as agents of change within Higher Education Institutions.
Methodology and Assessment Research and Action processes for the participant

The BRIDGES COURSE is inspired by the Participatory Action Research (PAR) framework of BRIDGES. It involves a series of sessions (roundtables, theory workshops and collective discussions), group dynamics and spatial interventions.

Participants will be asked to critically and actively engage with the content previously produced by the BRIDGES team, and to develop a group project which further develops some aspects of the curriculum. Each group is accompanied by a facilitator, who provides for guidance and support throughout. These collective projects will then be presented to the whole group of participants to encourage feedback and mutual learning.

Content Course blocks and activities

The BRIDGES course is structured around three main thematic blocks and a set of transversal activities.

Timetable Days and times of activities
Week 1
17:00-18:30   Course Introduction   Open Doors 1
Selection of the group project in conversation with facilitators
Week 2
15:00-16:30 Α1+Α2
World thinking Map + Theorising structural racism
Academic Carrousel
Crisis as Appearance
Picnic: Theory Workshop
17:00-18:30 A3
Photography workshop
A Space of Caring
Week 3
15:00-16:30 C1
Pedagogy of the alliance
Re-embodying Knowledge
Antiracist Tour
Presentation of Collective Projects  
17:00-18:30 Open Doors 2:
Meeting of working groups with facilitators.
Critical Thinking Worksheets
The dangers of the single story

Reading List

  • Autar, Louise. (2017). Decolonising the classroom Credibility-based strategies for inclusive classrooms. Tijdschrift Voor Genderstudies, 20(3), 305–320.
  • Bhambra, Gurminder K., Gebrial, Dalia & Nisancioglu, Kerem (2018). Decolonizing the university. London: Pluto Press. Available at:
  • Bridges Consortium (2021). Bridges Toolkit. Available at the top of this page or here:
  • Gutiérrez-Rodríguez, Encarnación (2016). Sensing dispossession: Women and gender studies between institutional racism and migration control policies in the neoliberal university. Women’s Studies International Forum, 54, 167–177.
  • hooks, bell (1994). Teaching to Transgress: Education As the Practice of Freedom. New York, NY: Routledge.
  • Icaza Garza, Rosalba & Vázquez, Rolando (2017). Intersectionality and Diversity in Higher Education.Tijdschrift voor Orthopedagogiek, 7-8, 349-357. Available at:
  • Lorde, Audre (1997) “Afterimages” from The Collected Poems of Audre Lorde. New York: W. W. Norton and Company Inc. Pp. 339.
  • Lorde, Audre (1984) “Poetry is not a luxury”, “Uses of the erotic: the erotic as power” and “The master’s tools will never dismantle the master’s house”, from Essays and Speeches. New York: Crossing Press. Pp.71-77; Pp. 103-144; Pp. 203-209.
  • Nayak, Suryia (2017). Location as method. Qualitative Research Journal, 17(3), 202–216.
  • Elhilo, Safia (2017, 2019, 2021). Available at:
  • Spivak, Gayatri Chakravorty (1988). Can the Subaltern Speak?. Die Philosophin, 14 (27):42-58.
  • Tate, Shirley Anne & Bagguley, Paul (2017). Building the anti-racist university: next steps, Race Ethnicity and Education, 20(3), 289-299.
  • Thompson, Vanessa Eileen and Zablotsky, Veronika (2016). “Rethinking Diversity in Academic Institutions”. Wagadu: A Journal of Transnational Women’s and Gender Studies, 2016, vol. 16, pp.77-95.

The team behind the BRIDGES Course

The course is based on the collaboration between researchers, educators and activists based in Spain, Germany, the United Kingdom and Greece, within the framework of the Erasmus + BRIDGES project: “Building Inclusive Societies: Diversifying Knowledge and Tackling Discrimination through Civil Society Participation in Universities”. The team developing and facilitating the pilot course consist of members of the project partners: Universitat Autònoma de Barcelona (Spain), Sindillar-Sindihogar (Spain), Justus Liebig Univeristy Giessen (Germany), (Germany), University of Brighton (UK), Office of Displaced Designers (ODD) (UK), Feminist Autonomous Centre for Research (Greece), and Zaatar (Greece).