‘Wokeness’ university accused of ‘race-segregated’ NHS classes and telling white students to address how colonialism is ‘their responsibility’

Students have been asked to take race-segregated classes dividing white students and ethnic minority students into separate groups to learn about ‘addressing whiteness’.

The classes featuring discussions about race and identity at King’s College London (KCL) have been split into separate groups.

The course is an NHS-funded Doctorate of Clinical Psychology.

Students who ‘identify as white’ are offered a session on ‘addressing whiteness’, while those from ethnic minority backgrounds were asked to attend different sessions.

However, after being contacted by the Sunday Telegraph, the University changed its wording and said the sessions were open to everyone.

It is understood that the ‘addressing whiteness’ course teaches white students that colonialism is ‘their responsibility’ and that they must personally accept and correct their ancestors’ mistakes. 

KCL claims this is not the message promoted by the course.

Students reportedly left the session believing white people across the world ‘do not have any culture’ and that ‘all white people are culturally indifferentiable’.

The classes on discussions about race and identity at King’s College London have been split into separate groups

Stock image. Students who 'identify as white' are offered a session on 'addressing whiteness'

Stock image. Students who ‘identify as white’ are offered a session on ‘addressing whiteness’

Previously, the KLC website also said: 'Trainees¿ identifying as White will be invited to attend a dedicated reflective space to consider the impact of their identity'

Previously, the KLC website also said: ‘Trainees’ identifying as White will be invited to attend a dedicated reflective space to consider the impact of their identity’

A source told the Newspaper that students from ethnic minorities were treated as victims of the system regardless of their background.

In one session students struggled to answer a question about what was the best thing the UK had done. There was reportedly a long pause before a student suggested ‘gravy’.

The session took place shortly before the commemorations for the 80th anniversary of D-Day.

One student said the approach was damaging relationships between coursemates of different races. 

On the course information for a Doctorate in Clinical Psychology, the KCL website says: ‘Dedicated reflective spaces are offered to trainees from racially and ethnically minoritised (REM) backgrounds. These spaces aim to offer support in a safe environment.’

Previously, the website also said: ‘Trainees’ identifying as White will be invited to attend a dedicated reflective space to consider the impact of their identity in training.’

This was removed from the site last week.

It now says: ‘Trainees are invited to attend a dedicated reflective space to consider the impact of race, racism and Whiteness in Clinical Psychology as a profession, with a focus on supporting equitable experiences for service users in the NHS.’ 

One student said the approach was damaging relationships between coursemates of different races

One student said the approach was damaging relationships between coursemates of different races

Professor Jeremy Black said the move by the university was 'destructive nonsense'

Professor Jeremy Black said the move by the university was ‘destructive nonsense’

Professor Jeremy Black, author of A History of the British Isles, called the scheme ‘destructive nonsense’.

He said: ‘Attempts to categorise students on the basis of race are not only socially divisive but also frequently naive and misleading in their account of ethnic identities and differences, while also failing to address the many other elements that contribute to both identities and values, notably politics, social structures, local circumstances and individual attitudes.

‘Universities call for more money but seem to have plenty to spare for such destructive nonsense.’ 

Sir John Hayes, chairman of the Common Sense Group of MPs and peers, said it was ‘outrageous’ and said he plans to seek an investigation from the Equality and Human Rights Commission.

He described it as ‘nonsense about white privilege and guilt and a distortion of history’.

A King’s College London spokesperson said: ‘We don’t recognise the scenario described which is not an accurate account or description of the sessions and does not reflect the multiple aspects or aims of the course. 

‘These reflective sessions, which are open to all Clinical Psychology students, form part of our commitment to NHS England and HEE’s action plans which require all universities to help improve equality in access to healthcare and support diversity in the workforce. 

‘The sessions are in common with many other Clinical Psychology courses, and have been developed in response to feedback from trainees to support a greater understanding of the experience of all patients.

King's College London claimed the sessions were open to all clinical psychology students

King’s College London claimed the sessions were open to all clinical psychology students

Another senior academic also claimed making students sit traditional exams was racist and ‘exposed colonial biases’.

It comes after trainee teachers were planning to give lessons on colonialism and slavery to children as young as five.

They also believe that Christianity should not be the priority in RE, according to a survey.

Scientist Dr Pranjol – deputy head of the School of Life Sciences at the University of Sussex – also said students should not be forced to use ‘proper English’ in exams.

This, he says, is because it is an attempt to mould diverse students to conform to a ‘Eurocentric standard’.

In his article, published in the Trends In Higher Education journal, Dr Pranjol argues that traditional closed-book, time-limited assessments give an unfair advantage to students who can ‘recall information quickly under pressure and those who can concentrate immediately, maintain focus, perform the task quickly, and perform well under stress’.

Despite these being skills that are prized by most employers, the paper says that universities should ‘decolonise assessment’ and use methods that ‘undo colonial practice and influences’.

Meanwhile a geography professor at Queen Mary University of London said that geology was a racist subject. 

Kathryn Yusoff, said that the subject was ‘riven by systematic racism’ and influenced heavily by colonialism.

The study of prehistoric life through fossils was also branded as an enabler for racism, with the professor referring to the field of palaeontology as ‘pale-ontology’.

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