Faculty of Education, Social Sciences and Law

Sociology and Social Policy

Contact Details

Richard Tavernier

Director of BA Social Science (Foundation Year) and Widening Participation Officer

I am a member of academic staff at the University of Leeds. Currently the Coordinator of the BA Social Science programme which works with non-traditional students returning to Higher Education.

An element of my role is to coordinate academic outreach engagement with schools and colleges. Furthermore, I am member of the Network of Networks (BME staff) in Higher Education.

Research Interests

Critical Mixed Race Studies. My research focuses on second, third and fourth generation of `Mixers` with an emphasis on the `Whitening process`, `Denial of Blackness`, `Black Shame` and the overt use of `White Privilege`.

What makes an `Ideal` Non-Traditional Student?: The journey from application to graduation.

This works looks at 10 years of data in every aspect of the non-traditional students journey.

University Staff Awards

2015. Awarded the Patrick Macartney Prize for Citizenship (Staff)

The prize, voted for by staff and students in the School of Sociology & Social Policy, is in memory of former colleague Patrick Macartney who worked in the school for many years.  Alongside a dedication and enthusiasm for teaching, Pat embodied the idea of ‘citizenship’ in the School, working above and beyond his role, always making time for students and staff alike.  Sadly Patrick passed away in 2011.  Whilst his contribution is irreplaceable, this Prize commemorates him and also celebrates current colleagues and students who also embody Pat’s unique way of caring beyond what’s expected

2016. Awarded the Partnership Award (Personal Tutor)

This award celebrates the exceptional staff, students and researchers at the University of Leeds

Teaching

Critical Race, Critical Whiteness and Critical Mixed Race studies forms the main element of my teaching. However, I also teach on the following modules:

  • Social Inequalities in Contemporary Society (Level 0).  Module Manager and Teaching.
  • Childhood and Youth Studies (Level 0).  Teaching.
  • Understanding Social Welfare (Level 0).  Co-Module Manager and Teaching.
  • Researching & Studying the Social Sciences (Level 0).  Module Manager.
  • Introduction to Race and Ethnicity (Level 0).  Teaching.
  • Social Welfare and Social Change (Level 1).  Teaching.
  • Sexuality, Subcultures and Stigma (Level 1).  Teaching.
  • Introduction to Race and Ethnicity (Level 1).  Teaching.
  • Race and Hollywood Cinema (Level 2).  Teaching.
  • Crime, Race & Ethnicity (level 2) Co-Module Manager and Teaching (New for 2016/17)
  • Ethnicity and Popular Culture (Level 3).  Teaching.
  • Critical Mixed Race Studies (level 3). Teaching

Undergraduate dissertation supervision

Although my main dissertation supervisory topics fall within the areas of Critical Race Theory, Critical Whiteness Theory, Critical Mixed Race Theory, Migration and in particular Asylum Seekers/Refugees, I do supervise a quite diverse area of topics:

  • Why isn’t my curriculum diverse and inclusive? A response to the ‘Why isn’t My Curriculum White?’ campaign.
  • The 21st century alien in mainstream education: The `Refugee`
  • White women `on` Black men
  • Critical Analysis of the Mixed Race Experience  In a “Raceless” Society - A Norwegian Case Study
  • White British and Arab Mixed race identity
  • Colorism: How it Affects The Lives of Black Women
  • ‘It’s Not Everyone’s Cup of Tea’: A Sense of Belonging among Working-Class, Black-British Males in ‘Elite’ University Residence Halls
  • How are ethnic minorities represented in comedy film and sitcom? And why does the genre of comedy allow for negative representations to be shown?
  • Since the 2001 ‘race riots’ in Bradford and the following report by Ted Cantle, has community cohesion progressed in Bradford in terms on the recommendations made in the Ted Cantle report ? And whether these recommendations have been implemented?
  • Do British Newspapers Affect Attitudes Towards Immigration?
  • Racists, Rappers, ‘Wiggas’ and a ‘Cursed’ Label of Solidarity: A Study into the Opinions of Young British Adults on the ‘N-Word Debate’.
  • Is our identity something which we have the freedom to create or is it purely socially constructed?
  • From the perspective of the professionals involved in the children’s social care system, how far is a child’s offending behaviour determined by their pre-care experiences in comparison to the residential care setting? How far does a child’s pre-care experiences determine them exhibiting offending behaviour in residential social care?
  • Catfish: How and why do people use false identities in online chat rooms and social networking?
  • ‘I’m not a normal student’; assessing the effectiveness of Widening Participation in relation to the student experience.
  • Male Anorexia Nervosa and Muscle Dysmorphic Disorder.
  • Dying to be thin: A Female Problem? An Evaluation of Male Anorexia Nervosa

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