Report on Institutional Inequality and Decolonisation at the University of Edinburgh

Introduction: Aligning with Sustainable Development Goals

An inquiry into the University of Edinburgh’s historical and ongoing issues with institutional racism highlights significant challenges in meeting key Sustainable Development Goals (SDGs), particularly SDG 10 (Reduced Inequalities) and SDG 16 (Peace, Justice and Strong Institutions). The appointment of Professor Tommy J Curry as the first Black philosophy professor in the institution’s 440-year history serves as a critical data point illustrating the depth of these challenges. A university-led decolonisation review, co-chaired by Professor Curry and Dr. Nicola Frith, seeks to address these systemic failures and align the institution with global standards for equity and justice.

Key Findings: Underrepresentation and Systemic Disparities (SDG 10)

The review’s findings indicate severe and persistent racial inequality within the university, directly contravening the principles of SDG 10. The data reveals a failure to create an inclusive environment that reflects local or global demographics.

• Leadership and Representation: The historic absence of Black professors in key disciplines points to a systemic barrier to opportunity and inclusion.
• Staff Demographics: Analysis of employee data reveals a critical failure to achieve targets related to SDG 8 (Decent Work and Economic Growth) and SDG 10 for Black individuals.
  • Less than 1% (150 of 17,260) of university employees are Black, a figure that has remained static for several years.
  • In contrast, employees of Asian descent constituted 9% of the workforce in 2022-23.
• Student Demographics: The data for student enrolment in 2022-23 shows that efforts to increase diversity have not equitably benefited Black students, undermining SDG 4 (Quality Education) by limiting inclusive access.
  • Black students comprised only 2% of undergraduates and 5% of postgraduates.
  • Asian students represented 34% of undergraduates and 44% of postgraduates.
• Institutional Comparison: Professor Curry noted that the percentage of Black academics in Scotland is comparable to that in the segregated United States prior to 1965, questioning how a society claiming to be free from racism can produce outcomes similar to a legally segregated one. This challenges the university’s status as a strong and just institution under SDG 16.

The Imperative for Action: Moving Beyond Symbolism (SDG 16)

The report stresses that achieving the SDGs requires substantive action rather than symbolic gestures. Professor Curry argues that the fundamental goal is tangible change that addresses the consequences of historical injustice. This aligns with SDG 16’s call for effective, accountable, and inclusive institutions at all levels. The objective is to rectify the historical deprivation of “Black human genius” by creating new pathways for Black scholars, doctors, engineers, and artists. Addressing these inequalities within the university is presented as a form of reparations that can have a wider societal impact on disparities in health, housing, and employment, contributing to the broader aims of SDG 10.

Recommendations for Systemic Change and Reparative Justice

The decolonisation review, initiated following the murder of George Floyd and inspired by similar work at Glasgow University, puts forth several recommendations to build a more equitable institution. These actions are designed to directly advance SDGs 4, 8, 10, and 16.

1. Fund a new Centre for the Study of Racisms, Colonialism and Anti-Black Violence to advance research and understanding, contributing to the knowledge base required for SDG 16.
2. Prioritise the recruitment of Black and ethnically minoritised academics, researchers, and students to create decent work opportunities (SDG 8) and reduce inequality (SDG 10).
3. Establish new, dedicated scholarships to ensure equitable and inclusive access to quality education for underrepresented groups, in line with SDG 4.
4. Guarantee equal access to research funding to dismantle systemic barriers within academia.

Conclusion: A New Role for a Historic Institution

The report concludes that the University of Edinburgh has a profound opportunity to transform its legacy. Dr. Frith notes that history is not a closed chapter but something that “directly affects all of us today.” By adopting the review’s recommendations, the university can transition from an institution that historically contributed to scientific racism to one that leads in dismantling its effects. In doing so, it can become a global centre for anti-racism and decolonisation, making a significant contribution to the 21st-century pursuit of the Sustainable Development Goals.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  The article is centered on an educational institution, the University of Edinburgh. It discusses issues of access to higher education for minority students, the diversity of academic staff, and the decolonisation of the curriculum, all of which are central to ensuring inclusive and equitable quality education.

• SDG 10: Reduced Inequalities

  The core theme of the article is racial inequality. It explicitly details the “severe underrepresentation” of Black staff and students, discusses institutional racism, and calls for reparations and actions to tackle racial disparities within the university and in broader society (health, housing, employment).

• SDG 8: Decent Work and Economic Growth

  The article addresses employment disparities, focusing on the lack of Black academics and staff at the university. The fact that Professor Tommy J Curry is the first Black philosophy professor in 440 years and that Black employees constitute less than 1% of the workforce highlights issues related to equal opportunity and decent work for all.

• SDG 16: Peace, Justice and Strong Institutions

  The article examines the university as an institution, critiquing its historical role in promoting “racist theories” and its current struggles with “institutional racism.” The decolonisation review itself is an effort to build a more accountable, inclusive, and just institution, which aligns with the goal of promoting strong and non-discriminatory institutions.

2. What specific targets under those SDGs can be identified based on the article’s content?

SDG 4: Quality Education

• Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

  The article directly addresses this by highlighting the “patchy recruitment of Black and ethnically minoritised students” and providing statistics showing that only 2% of undergraduates and 5% of postgraduates are Black. The call for new scholarships aims to improve this access.

• Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable…

  This target’s principle of ensuring equal access for vulnerable groups is relevant. The article focuses on racial minorities as a group facing barriers to equal access in higher education, as evidenced by the low enrollment numbers for Black students compared to other groups.

• Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote… human rights… promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity…

  The recommendation to “fund a new centre for the study of racisms, colonialism and anti-Black violence” and the entire decolonisation review are efforts to change the educational framework to address historical injustices and promote an appreciation of diversity and human rights.

SDG 10: Reduced Inequalities

• Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… race, ethnicity…

  The article’s central goal, as articulated by Professor Curry, is to “create leagues of Black thinkers and clinicians and doctors and engineers and artists,” directly promoting the social and economic inclusion of a historically marginalized racial group.

• Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory… policies and practices…

  The article identifies “institutional racism” as a discriminatory practice. The review’s recommendations, such as prioritising the recruitment of Black academics and ensuring equal access to research funding, are concrete actions aimed at reducing inequalities of outcome.

SDG 8: Decent Work and Economic Growth

• Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men… and equal pay for work of equal value.

  This is relevant through the article’s focus on the “severe underrepresentation” of Black staff, who make up less than 1% of the university’s employees. The call to “prioritise the recruitment of Black and ethnically minoritised academics” is a direct attempt to address this employment gap.

SDG 16: Peace, Justice and Strong Institutions

• Target 16.b: Promote and enforce non-discriminatory laws and policies for sustainable development.

  The university’s slavery and decolonisation review is an institutional mechanism to identify and address discriminatory practices. Adopting the review’s recommendations would be an act of enforcing new, non-discriminatory policies within the institution to correct historical and ongoing injustices.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Indicators for SDG 4 & 10 (Education and Inequality)

• Proportion of Black students in tertiary education: The article provides a clear baseline: “just 2% Black” among undergraduates and “5% Black” among postgraduates in 2022-23. Progress can be measured by tracking the increase in these percentages over time.
• Availability of targeted financial aid: The recommendation to create “new scholarships” for Black and ethnically minoritised students serves as an indicator. Progress can be measured by the establishment and funding of these scholarships.

Indicators for SDG 8 & 10 (Work and Inequality)

• Proportion of Black employees in an institution: The article states that less than 1% (150 out of 17,260) of the university’s employees were Black, a figure that has been “static for some years.” This percentage is a key performance indicator for measuring progress in employment equity.
• Number of Black academics in senior/professorial roles: The article highlights that Professor Curry is the “first Black philosophy professor in its 440-year history.” An increase in the number of Black professors would be a direct indicator of progress.

Indicators for SDG 16 (Just Institutions)

• Establishment of institutional accountability mechanisms: The creation of the “slavery and decolonisation review” is itself an indicator of an institution taking steps towards justice and accountability.
• Creation of dedicated research and study centers: The recommendation to “fund a new centre for the study of racisms, colonialism and anti-Black violence” is a measurable outcome. Its establishment and operational capacity would indicate progress.

4. Table of SDGs, Targets, and Indicators

Source: theguardian.com