"It’s not in the crowd...it’s in these tiny bands of sisters": Elevating the voices of Black women working in University roles across the diaspora

This thesis employs an evolving qualitative decolonial methodology to explore the perceptions, identities, and lived experiences of Black women working in academic and professional roles in universities across the United Kingdom and the Toronto region of Canada. Guided by Black Feminist Thought (hooks, 1989; Collins, 2000), Critical Race Theory (Crenshaw, 1989), and a cross-diaspora framing influenced by Gilroy’s (1993) Black Atlantic, the research amplifies the voices of Black women across the diaspora, centring their narratives of systemic violence, emotional labour, hypervisibility, and performative allyship within predominantly white institutional spaces.

Data collection in the UK (Stage 1) utilised online surveys, reflective journals, and creative methods such as storytelling and photo elicitation, while in Canada (Stage 2), in-person and online conversations captured regional nuances in contributors’ experiences, including the impact of Indigenous and colonial histories. The iterative methodology prioritised contributors' voices, using an adaptive process where earlier data sets informed subsequent stages. By integrating storytelling, poetic expression, and visual materials, the study subverts traditional academic paradigms, presenting creative methodologies as tools of resistance and representation.

The analysis employs thematic, intersectional, and epistemic violence frameworks to explore the intersections of race, gender, class, and identity. Key themes include emotional labour, systemic barriers, institutional gaslighting, and the pursuit of Black joy as a form of resistance. The findings reveal shared struggles across the diaspora, while also highlighting regional differences, particularly in how Indigenous and colonial legacies shape institutional dynamics in Canada. The thesis also challenges the notion of ‘safe spaces,’ offering a nuanced understanding of how Black women negotiate their identities and assert their presence within contested institutional terrains.

This thesis makes a significant contribution to the growing literature on Black women in higher education (Rollock, 2021; Bell & Adair, 2020), offering clear space for the elevations of their lived experiences in both academic and professional service roles. It highlights how creative and decolonial methodologies can elevate marginalised voices and influence institutional change. The findings inform the development of equitable policies in higher education, addressing the unique needs of Black women across geographical and professional contexts, while advocating for a shift from performative diversity to meaningful inclusion.