I’m conscious that a lot of the media, literature, and audio we absorb as students derive primarily from the same groups in society. In order to gain an accurate wider perspective of the world, it is important that we consciously work to ‘widen our narrative’ to identify and overcome systemic biases and racism in society. On top of expanding our empathy as well-rounded students at Queen’s, if appointed in this position I would endeavor to work closely with University tutors in the School to make sure the material we receive is as diverse and reflective of all cultures as possible. As students, we should be free to explore and expand our horizons. The literature we read is our biggest time saver: it allows us to experience a thousand lifestyles in one lifetime. I would work to implement a procedure that ensures courses include literature from BAME and LGBTQ+ authors in every module, wherever possible.
Covid-19 has led to a very different approach to teaching, in many ways limiting our experiences. Digital media has been the dominant part of education; hopefully with some aspects proving beneficial. I am committed to encouraging departments to capitalize on the successful elements of online learning and utilising them effectively in a post-pandemic world. However, lockdown learning has also shown many flaws in terms of engagement. Many of us will pass each other on the street unaware we have just attended the same tutorial. I am keen to support a rapid return to campus and lecture theatres, with all the benefits they bring, as soon as it is safe to do so!
As a first-year, I am acutely aware of the isolating effect intermittent lockdowns have had on every student’s mental health and opportunity to socialise. Virus permitting, I hope to work with societies and the Union to organise events for students to interact. The importance of course mates has never been more apparent. I want to encourage tutors to organise events for their groups of the past year and allow names to be put to faces. I would ideally like to implement a structure of course families: with extended families covering first to third year students, an approach which has proved popular at other Universities. This would allow for a personalised peer mentor arrangement and enable relationships to be naturally formed across year groups.