Vipin has rich experiences of social research, consultancy and training in the not-for-profit, non-governmental, public and higher education sectors, working with frontline practitioners, volunteers, managers, trustees, researchers and academics. He has worked extensively with local, regional and national organisations in the UK and also, with the co-operative movement, civil society organisations and quasi-governmental bodies in East, Central and Southern Africa.
His doctoral research was on knowledge brokering in a multi-agency, social welfare partnership in the advice, information and support sector where he was employed as a Knowledge Management Officer. The study was founded on a participative methodology, insider action research which involved making practice interventions in collaboration with other practitioners at the same as analysing and theorising outcomes and impact.
Vipin has a specialist interest in the politics of race, ethnicity, autonomy and resistance. He is the author of "Beyond steelbands 'n' samosas: Black young people in the youth service" (1989, National Youth Bureau, Leicester), a key text which was instrumental in reframing approaches to youth and community work with Black young people and anti-racism.
- Knowledge sharing, co-creation and practice development
- Black youth and community development
- Global education, development and Southern perspectives
- Inclusive services
- The not-for-profit sector (voluntary, community and public sector organisations)
- Project development, management and evaluation
- Participative research methodologies
All in! Regularising ethnic presence in the curriculum
This project takes a curriculum-based approach to the undergraduate attainment gap between white and Black, Asian and minority ethnic (BAME) students in philosophy and politics. Descriptive representation matters, including in the curriculum, and mainstreaming perspectives that are not the traditional white, European, middle class, male approaches is very important for increasing retention, engagement and attainment. Mainstreaming diverse perspectives has been highlighted under many guises, starting with critical pedagogy in the 1960s and proliferating into other headings, such as hidden curriculum, critical race pedagogy, and more recently decolonisation of the curriculum. Each of these headings addresses a slightly different aspect of the same underlying phenomenon: the decisions we make about what we teach and how we teach it, as well as the expectations our students have, can either foster inclusion or perpetuate social and ethnic inequalities.
Recently, decolonisation (or ethnic diversification) of the curriculum has received considerable press, but there is a clear call for a coherent methodology for decolonisation. The project will start with a review of the ways that educationalists across the world have undertaken diversification to propose a methodology for systematically improving representation without assuming unlimited knowledge and resources of those trying to decolonise their curriculum. Alongside this, we will audit what we already do, uncovering the implicit and explicit curriculum. In the second year, the main activity will be to work with staff and students to identify examples, authors, readings, and topics to ensure greater visibility of BAME authors and ideas in the mainstream curriculum, including diversifying our expectations in assessments.
CHAUHAN, V. and RAGSDELL, G., 2019. Knowledge brokers: Human agency and knowledge sharing. k&im REFER: Journal of the Knowledge and Information Management Group. 35(1),
CHAUHAN, V., RAGSDELL, G. and OLPHERT, W., 2015. Action inquiry for investigating knowledge management within social welfare partnerships In: 16th European Conference on Knowledge Management, Udine, Italy. pp. 905-912.
WOODRUFF, M., KUMRAI, R., SHAH, R. and CHAUHAN, V., 2013. The brilliant stories project: Creative family learning using digital technology: Final project report. London: Haringey Adult Learning Services & Leicester: NIACE.
KUMRAI, R., HOY, J. and CHAUHAN, V., 2011. Boundary crossings: Using participatory theatre as a site for deepening learning. Teaching in Higher Education. 16(5), pp. 517-528.