Composite Calendar

Discover Diaspora in Sound, a two‑day exhibition exploring the evolution of Black British, African, and African American music across the 19th and 20th centuries.

Curated by students from the SMLC Languages, History, and English Black and BAME Networks, the exhibition traces musical progression from pre‑colonial Africa to the present day, highlighting the creativity, exchange, and cultural resilience that shaped transatlantic soundscapes.

All welcome — drop in and explore!

Abstract: I Will Not Abandon You brings to life the experiences of queer women in fascist Germany. In his latest book, Samuel Huneke shows how love, queer resistance, and collective action survived under Nazi rule. Drawing on a decade of archival research, Huneke takes readers into a hidden world, from the wartime balls that lesbian activists continued to organize to the concentration camps where women accused of loving women were imprisoned. Following a diverse cast of characters, Huneke reveals both the oppression that queer women faced and how they resisted fascism in solidarity with one another. Arguing that this solidarity – which transcended race, class, and gender – offers a compelling alternative to today’s fractured identity politics, I Will Not Abandon You is a new history of queer life under fascism and a call to rethink the foundations of progressive politics today.

School for Cross-faculty Studies

Launch of Undisciplinary Pedagogy Series

Dr Romain Chenet

Fostering creative efforts in 'uncreative' backdrops: how to build authentic capacities for alternative assessment

Friday 6 March 2026 at 4pm-5pm

FAB3.25

Abstract: In considering inclusive assessment and transformative academic opportunities, a focus could rest on future scope to adapt and evolve our practice via, for instance, building creative assignments into curricula. Not least as such approaches can enable students to focus on individual authenticity, experiences, and meaning making in their assessments. To nuance and support such discussion, this presentation shares my reflections on teaching and learning experiences from across four years of facilitating an adaptable and open-ended project assessment in an undergraduate module. Here, where creative and/or 'alternative' projects are invited alongside essays or more 'conventional' formats, this session offers a range of pedagogic considerations and gentle suggestions for building transformative assessment praxis. It also explores how to fruitfully navigate potential complexities of assignment open-endedness with students and how to work inclusively with diverse learner cohorts.

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