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Adopting the International Holocaust Remembrance Alliance (IHRA) definition of antisemitism in November 2020 provided a reflective platform for Buckinghamshire New University (BNU) to better nurture an inclusive culture.
Listening to the debates sparked around proposals to adopt the definition forced the university to confront corners it hadn’t truly conceptualised and allowed it to more consciously explore the experience of its Jewish community.

Challenge

After adopting the IHRA definition of antisemitism, the university recognised that dialogue needed to continue so that it could sustainably combat antisemitism. The statement, though positive, needed infrastructure to move its culture from paper to practice.

The university acknowledges that more needs to be done and uncomfortable conversations may happen, but it remains committed to holding itself and others accountable. A pivotal time of strong reflection was compounded by the wider landscape, including the devastation of the coronavirus pandemic and other well-documented challenges that continue to bring inequality into sharper focus.

Approach

Taking a fresh approach required the university to challenge itself and to review existing tools and resources. As a result, it invested in more staff resources and looked closer at its governance. The university’s new Equality, Diversity and Inclusion (EDI) Committee advocates for solutions to structural barriers, sets expectations and holds stakeholders accountable. The existing cross-functional bi-monthly EDI working group looks at specific projects and initiatives with subject matter experts across the organisation to achieve positive outcomes.

Additional workstreams examine organically defined tasks or problems deliverable through recommendations or findings, such as generating and embedding the university’s inclusion calendar. This specific project aims to mitigate microaggressions and embed thoughtfulness when planning events, projects and other work and student-related activities, while commemorating important dates for less-represented communities. This helps to foster a cohesive culture of understanding and acceptance that allows everyone to be themselves so they can perform their best.

Once the university had established more capacity to drive this work, it carried out a SWOT analysis to consider its gaps. This highlighted the need to seek unheard voices utilising its rich set of engagement tools and to also mitigate siloed activity through mobilising a co-produced strategy. The university recently launched engagement on its approach to its strategy through its Learning Festival, where the theme was Inclusion. By engaging in collaboration with the students’ union the university intends to:

1. Temperature check how people consider BNU’s approach to inclusion, which will allow measurement of disparities of experience with different groups and track future progress.
2. Understand if people can relate to the proposed priorities, so that it can build on what the university stands for.
3. Gather insight into what actions the university community thinks should be prioritised, to make sure activity is meaningful and dynamic.

This method will allow the university to develop priorities, objectives and actions. It is vital these are informed by listening and learning from the university community, in order to facilitate continuous reflective change.

Result

Sustaining dialogue with underrepresented students and colleagues helps the university to prioritise what is important. It is committed to flexibly listening to concerns, talking about barriers, sharing ideas and, importantly, adopting actions from its engagement. This approach enables the university to understand how staff and students can work together to better eradicate hate. It means everyone can enjoy equal opportunities and equal outcomes in a more inclusive community. This underpins what the university stands for, so that ‘Being you at BNU’ becomes a reality for historically underrepresented and less-heard communities.

Author: Karla Innis, Equality, Diversity and Inclusion Business Partner

Published: November 2021

The Royal Agricultural University (RAU) has adopted the International Holocaust Remembrance Alliance (IHRA) Working Definition of Antisemitism to support its commitment to becoming a fully inclusive learning community.

Challenge

RAU is striving to put the objectives of its Equality, Diversity and Inclusion Strategy into practice to raise awareness and promote equality in a way that informs the university’s culture and practices.

To enable this commitment to equality and diversity to result in real change, it was recognised that it needed to be embedded into the university’s structures and culture to help shape behaviour.

Adoption of the IHRA working definition of antisemitism presented an opportunity to evidence commitment to these objectives.

The approach

The Vice-Chancellor’s Executive Group initially considered the adoption of the IHRA working definition of antisemitism and in principle supported the implementation of a single definition of antisemitism. The group saw the value of a definition which recognised that language or behaviour displaying hatred towards Jews because they are Jews would not be tolerated.

However, the Vice-Chancellor’s Executive Group was mindful that a wider consultation process would be appropriate before a decision was taken. This would raise awareness of the issues, canvass views and gain commitment or understanding of the decision that would be taken.

The University’s Senior Leadership Team was subsequently asked for its views, as were members of the University’s Equality and Diversity Committee. Both groups include academic and professional services staff and this exercise provided an opportunity for consultation, debate and reflection.

Concerns were raised that the definition could be seen to conflate anti-Jewish prejudice with the political debate over Israel and Palestine. There was also a question raised about the possible impact on free speech and the suggestion that its adoption may inhibit teaching, research or discussion of contentious topics.

However, there was also an acknowledgement that adoption of the working definition could be a useful tool to enable staff and students to challenge antisemitic behaviours, and ensure that issues could be addressed promptly, and not avoided because the term was ill-defined.

The result

The decision was made that the university would adopt the working definition, recognising there was more support for its adoption than opposition, and that there was a commitment to publicly state that the university will not tolerate antisemitism and will act to investigate allegations.

The university recognises that antisemitism must be understood for what it is – an attack on the identity of people who live in, contribute to, and are valued in, our society. There can be no excuses for antisemitism or any other form of racism or prejudice.

The university will seek to proactively advance equality and inclusive practice in its staff and student processes, activities, in its teaching, within the campus environment and in the experiences offered to its academic and professional services and the student community.

Author: Sarah Lower, Director of Human Resources; Member of RAU Equality, Diversity and Inclusion Committee

Published: November 2021

A whole community approach to Equality, Diversity and Inclusion and the adoption of the International Holocaust Remembrance Alliance (IHRA) working definition of antisemitism.

At Heart of Worcestershire College equality, diversity and inclusion is of upmost importance. The college aims for everyone to feel welcome, included and accepted within the college community. The college has a proactive and positive approach to equality and diversity that extends beyond the statutory duty.

The college’s mission is to ‘inspire, innovate and advance’. The values of integrity, trust, inclusivity and partnership serve as the underpinning framework for this mission, articulating how the college behaves and guides every aspect of the business.

Challenge

The college believes one of the most important ways of improving equality, diversity and inclusion within its community is through continual education.

Taking the time to learn about different cultures, religions, races or histories perspectives and current injustices is at the centre of making real progression towards creating an environment – and world – that is accepting of all individuals.

Whilst the college is able to do this with students through its study programmes, it also felt it was important to share and celebrate good practice and to raise awareness of equality, diversity and inclusion within the community.

Approach

As an organisation, the college made a decision to develop its equality, diversity and inclusion practices in the hope of encouraging others to take the time to learn something new and establish ways to make lasting and meaningful change towards a more equal, diverse and inclusive society.

It was also a perfect opportunity to share the IHRA working definition of antisemitism and why the college has adopted it. The college has a zero-tolerance policy for any form of discrimination, racism or harmful prejudice towards any individual. It prides itself on its vision to inspire, innovate and advance, and wants to provide every person with an equal opportunity and safe environment to learn and grow as an individual.

The college is aware that antisemitism is still prevalent in our world today. As a result, the college wanted to take the time to source more information and collate it alongside some helpful resources in order to not only further its own education as a college on the matter, but to also facilitate education within the wider community.

The marketing team assisted in the creation, promotion, organisation and distribution of equality, diversity and inclusion content on a broad range of subjects such as disability, gender equality, Judaism and antisemitism, LGBT+, mental health, consent and relationships, racism, black lives matter, Islamic faith and Islamophobia and xenophobia. The content has been promoted on social media to its community and has been showcased with staff and students during training days, equality, diversity and inclusion meetings, newsletters and tutorials.

Result

Heart of Worcestershire College has a dedicated page on its website for equality, diversity and inclusion.

The subject areas have been extensively researched and include a broad range of subjects including racism and the Black Lives Matter movement, xenophobia, the Islamic faith and Islamophobia and Judaism and antisemitism.

Each category is organised into subject areas. The reader can expand the content to access further information, links to support and resources.
The information is freely available on the college’s website, enabling the community to enhance their equality, diversity and inclusion knowledge without barriers.

As well as enhancing knowledge, the college is aware that many of the subjects may trigger an emotional reaction from readers and felt it was important to ensure that the pages included links to support, charities and alternatives resources to support the community.

In addition to the website, the marketing team has showcased the resources through social media on awareness days and months such as Holocaust Memorial Day, World Refugee Day and International Women’s Day.

The college has had a positive response to the content through both staff and student feedback. Staff members of the college’s Equality, Diversity and Inclusion Strategic group commended the resources as being vibrant and informative. The college will be continuing to advance equality, diversity and inclusion education.

Author: Sal Friel, Head of Student Support and Wellbeing

Published: November 2021

Middlesex University’s approach to the adoption of the IHRA working definition of antisemitism is part of a wider initiative to develop an overarching ‘statement on faith’.

Introduction

The university places a strong emphasis on equality, diversity and inclusion and tackling discrimination and hate. It is proud to have one of the most diverse student populations in the country and is located in the London Borough of Barnet, placing it at the heart of the largest Jewish community in Europe. Within this context, the university looks to ensure it robustly prevents and responds to antisemitism to create a safe, welcoming environment for all.

The role of the IHRA working definition as an accepted definition of antisemitism within Jewish communities was key for the university. While acknowledging the concerns and sensitivities around its application, the university sees the IHRA working definition as a practical tool that shows its commitment and intent to tackle antisemitism, rather than a rigid definition.

Challenge

The university sees the adoption of the IHRA working definition as a significant and important step in creating meaningful interfaith dialogue within both the university and local communities. To do this, the university recognises that it is important that everyone feels safe to be who they are, and able to freely articulate and express their views and identity.

Part of the challenge was to ensure that the definition was adopted as part of a wider package of initiatives, rather than in isolation.

Approach

In collaboration with its students’ union, Middlesex University announced it had adopted the IHRA working definition of antisemitism as part of a wider initiative to develop an overarching ‘statement on faith’.

The statement on faith is being co-created with students to allow different groups to define their own lived experience and articulate harassment in their own terms. It will be underpinned by several statements on different forms of race- and faith-based harassment, including the IHRA working definition, as well as definitions of Islamophobia and other forms of discrimination.

University leaders see the adoption of the IHRA working definition as just the start of Middlesex’s work to tackle antisemitism and, crucially, part of its ongoing wider work tackling all forms of racism and discrimination.

Working closely with students to co-create initiatives is a key part of the university’s approach to equality, diversity and inclusion, and leaders continue to actively engage with the university J-Soc, students’ union, the Union of Jewish Students, and local faith groups.

The university is now reviewing its relevant policies and procedures to ensure these align with the IHRA working definition and the All-Party Parliamentary Group on British Muslims’ definition of Islamophobia, while also ensuring that academic freedom and freedom of speech are protected and nurtured.

The university is a proud champion of free speech and academic freedom, but is also clear that these should never be used as justifications for racism or hatred.

Result

Middlesex has introduced an incident reporting system for all students to foster a positive, non-adversarial approach to reporting of all incidents, minor or large. This will enable the university to understand issues and patterns of incidents occurring ‘on the ground’, build trust and create an open dialogue with their students. A similar mechanism is being scoped for staff.

To acknowledge its role and responsibility to the community, the university has become a hate crime reporting centre. This means that any member of the local community can report a hate incident to the university and receive support.

University leaders are committed to continuing this work and have recently created the role of Pro Vice-Chancellor for Equality, Diversity and Inclusion, demonstrating the university’s commitment to ensuring that equality, diversity and inclusion – including tackling antisemitism – are at the heart of all it does.

An earlier version of this case study was first published by Universities UK.

Author: David Malpas, Director of Student Affairs

Published: November 2021

• AdvanceHE: Religion and belief: supporting inclusion of staff and students in higher education and colleges (2018)
  Guidance for higher education providers on how to support the inclusion of staff and students of different faiths and beliefs including those with no religious beliefs.
• Antisemitism Policy Trust: A Guide to the International Holocaust Remembrance Alliance Working Definition of Antisemitism (2020)
  A guide to the IHRA definition of antisemitism.
• Campaign Against Antisemitism: Antisemitism in Universities
  List of universities who have adopted the IHRA definition of antisemitism.
• Antisemitism Policy Trust: Myths and Misconceptions about Jews (2020)
  A guide to historical myths, persistent accusations and modern misconceptions alleged about Jews and the truth behind them.
• Community Security Trust (CST) and Union of Jewish Students (UJS): The Students’ Guide to Antisemitism (2022)
  This guide helps students understand, identify and tackle antisemitism on campus.
• Community Security Trust (CST): Antisemitic Incident Report (2023) 
  Details regarding antisemitic incidents at universities and affecting students.
• Community Security Trust (CST): Campus antisemitism in Britain (2020-2022)
  A report that sheds light on the antisemitism experienced by some Jewish students at British universities.
• Community Security Trust (CST): Educational Resources on antisemitism
  Videos and other content about antisemitism and other related topics.
• Community Security Trust and Tell MAMA: Hate Crime – A guide for those affected (2017)
  This guide explains the legal process and support services to anybody who has witnessed or been a victim of antisemitic or Islamophobic hate crime. 
• Coventry University: Tackling Religion or Belief-Related Harassment and Hate Incidents (2020)
  Guidance that explains terminologies, categories and legal distinctions relevant to harassment and hate incidents, offering advice on how higher education providers can set up and promote an effective reporting system.
• Durham University: Religious hate crime in the North East: Driving interventions for acceptance, reporting and supporting (2019)
  Mechanisms to increase reporting, respond to reports and offer support co-produced with students and other stakeholders as part of OfS Catalyst funding.
• Nottingham Trent University: Real faith, real stories, real students (2019)
  An OfS Catalyst funded project that explored real faith, real stories and real students. It promoted the positive values of faith, both at university and beyond, and amplified the voices from across the whole student community.
• Office for Students: Statement of expectations (2021)
  This statement of expectations provides a set of consistent recommendations to support higher education providers in England develop and implement effective systems, policies and processes to prevent and respond to incidents of harassment and sexual misconduct.
• TUC Education: Talking about antisemitism
  Guidance on antisemitism and how to recognise and talk about it.
• Union of Jewish Students (UJS): Antisemitism Awareness Training
  Training offered by the UJS for free at student unions.
• Union of Jewish Students (UJS): Institutions that have adopted the IHRA definition of antisemitism
  List of higher education and further education institutions that have adopted the IHRA definition of antisemitism.
• Universities UK: Tackling antisemitism: practical guidance for universities (2021)
  Guidance that suggests actions universities can take to tackle antisemitism. The briefing advises on the three common issues of limited understanding of antisemitism, underreporting of antisemitic incidents and online harassment.
• University of Bath:  Tackling religiously-based hate crime: extending the university community approach (2019)
  A six-week course was created as part of the OfS Catalyst programme for delivery to students, raising awareness of the prevalence of hate crimes and inequality within higher education.
• University of Leicester: Standing together against religiously-motivated hate (2019)
  A series of digital training modules to support better understanding and responses to hate and extremism, created as part of the OfS Catalyst funding.