Filling in the blanks

Navigating racialized spaces in academia 

It’s 8:30 am. I’m taking a course on Shakespeare at Oxford University, and my class starts in 15 minutes. I make my way from the dining hall to my classroom, yawning and rubbing the sleep from my eyes. Lecture Room B is located at the bottom of some stairs across the main quad. I’m sitting on the steps, waiting for my professor, when I notice a scout emerge from the restroom. Scouts are Oxford students who can make some extra money by maintaining the facilities over the summer—this one had graduated the year before. 

“Good morning,” I say absentmindedly, playing around on my phone. “Do you speak Chinese?” he responds. I look up from my phone and stare at him for a second too long. What does he mean? Before I can answer, he flashes me a grin and enthusiastically garbles several sounds in my direction. “What do you think?” he asks. I shrug, not knowing what to say. It’s a Monday morning, so I’m only functioning at 80 percent. This encounter doesn’t help. I check the time on my phone. Ten minutes to go. “I’m from Toronto.” I say, anticipating his next question. “I’m here for the month with the others—taking the Shakespeare course.”  

“That’s super cool.” He no longer seems as interested. “Is that what you’re studying back in Toronto?”  

“English literature.” I confirm, turning my attention back to my cellphone. “What better place to study Shakespeare than in England, right?”   

“So what do you think about Hong Kong?” I look up again. What about Hong Kong? I tell him I’m not sure what he means. “You know, Hong Kong wanting to split from the rest of China.” He looks a little incredulous. “What do think of that?”  

“I don’t know what to think,” I offer truthfully. “I’m not really updated with what’s happening over there, I guess.” He frowns a little before returning to his work. I check the time again. Five minutes. At this point, my classmates begin to trickle downstairs. “So what about Tibet?” His attention is focused on me again.  

I’ve rarely had interactions like this one. In fact, I can probably count them on one hand. I try not to let the presumptions of others affect me, especially when I am travelling. And while it’s certainly not pleasant, I can understand why some people, especially the elderly, may assume that English is not my first language based on my appearance.  

This particular instance was a rude awakening. Not only was this person my age, he had studied at one of the most prestigious institutions in the world. Oxford may be more racially homogenous than Toronto, but there can be no doubt that he has come across non-white international students who could speak fluent English. Perhaps it wasn’t so much the language I spoke, but rather my academic pursuits. To this scout, my Chinese ethnicity didn’t correspond with my interest in English literature. My presence had similarly confused another English individual just the day before. I was in Bristol, visiting the city’s cathedral. A volunteer came up to me to explain the architectural history. I could tell from the slow speed in which she was speaking that she presumed English was not my first language. I could also tell from the expression on her face that she undoubtedly believed she knew more about the Church of England and British history than I did.  

It is challenging to navigate race in an age of colourblindness. As we diversify academic spaces through expanding our idea of who can be an academic, it is crucial that we do not racialize our assumptions in the process. I also make this mistake sometimes. The stereotypes we project onto someone studying mathematics or engineering can vary drastically from those we impose upon students in English and theatre. Whether we are aware of them or not, these presumptions may carry very racist implications. 

It is not enough to incorporate more voices of people of colour in higher education. We must also take what they have to say seriously. This means speaking to people of colour with the same respect and courtesy as one would show when speaking to white people. Not only is it disrespectful and patronizing to speak slowly from the start, or at a higher volume, or change the topic to something that would be more “appropriate,” but these actions also belittle the presence of racialized folks. We must consider the value and necessity of people of colour in academia, especially those who are studying disciplines traditionally found in the Western canon. Whether in Oxford or in Toronto, it is crucial for us to envision and actively place people of colour in spaces where they have previously experienced exclusion.