At GSA we are committed to providing an inclusive and equitable training environment that reflects the diverse range of intersectional identities across society. Led by our Directors of EDI, our recent Anti-racism Action Plan and our Athena SWAN Action Plan outline our strategies for creating a learning culture that fosters racial equity and inclusive approaches to gender. We also embrace neurodiversity and disability, aiming to support as best we can the individual needs of students and staff.

We recognise the work of EDI as an ongoing process of listening, learning and commitment to improving access to, and experience of, our training programmes.

Anti-Racism Action Plan 2020-2023

  • Formation of an Advisory Group (alumni, students, Faculty and external consultants) to advise on the implementation of the Action Plan and contribute to regular reviews [June 2021]
  • Formal convening of a GSA EDI Committee, comprising Directors of EDI, Champions, PGR and student reps, EDI research group rep, reporting to Faculty EDI committee [May 2021]
  • Set up an EDI Student Forum to discuss issues and experiences around training in a safe space [May 2021]
  • GSA Anti-Racist Action Plan and University Action Plan are accessible and visible on the GSA website and in student handbooks [May 2021]
  • Action Plan Review Process: EDI committee to regularly review, in consultation with students, staff and external partners under the auspices of the EDI Committee
  • All staff to undertake anti-racism and unconscious bias training; and training in how to deal with incidents of racism [February 2021 phase 1 complete]
  • All freelance and Associate staff to be offered anti-racism and unconscious bias training
  • All students to undertake anti-racism and unconscious bias training as part of GSA Induction week [Sept 2021 pilot; annual thereafter]
  • Developing Pedagogy: Staff encouraged and supported in acquiring further understanding of pedagogical approaches and strategies that are inclusive, supporting the development of cultural intelligence
  • Deconolising the curriculum: Curriculum content and pedagogy reviewed across all programmes. Diversification of practices, tests and artists across all programmes and development of inclusive approaches to pedagogical facilitation [Phase 1 complete 2020; Phase 2 2021]
  • Pedagogical Review: Ongoing critical reflection on effectiveness of changes, with continued development of approaches
  • Staffing: Cultivating a more diverse faculty including permanent and visiting teachers, practitioners, freelance creatives and audition panellists
  • Student Mentoring: Establish an alumni mentoring network to provide support, advice and guidance for students of Black and Global Majority Heritage – details on mentorship opportunities can be found here 
  • Visit Schools and Colleges using taster workshops and creative projects to engage a wider range of students, particularly those who would not usually have access to theatre and performance experience
  • Community: Establish collaborations with the wider community, including other arts organisations, community interest groups and youth organisations
  • Reporting procedures: In liaison with the University of Surrey, GSA is undertaking a review of current procedures for reporting safely and confidentially incidents of discrimination and harassment in all its forms; clear guidance to be shared with students from OSCAR
  • Support: Liaising with students to formulate an agreeable strategy for supporting students during and immediately after an experience of microagression or prejudice within GSA