Inclusive curriculum and decolonisation practices are progressively uncovering how institutional structures, teaching practices and course content design can exclude ethnic minority undergraduate students.
But have we thought enough about this in the context of teaching and learning in the doctoral and early career researcher context?
As a researcher training officer engaged in equality, diversity and inclusion initiatives, I have reflected on the role that those in my profession may play in both reinforcing and dismantling stereotypes, institutional biases and inequalities.
