When I first arrived in Dundee, I anticipated an academic journey that would challenge my perspectives and expand my knowledge.
What I didn’t foresee was how profoundly it would transform my understanding of identity and belonging, compelling me to reexamine my sense of self and my place in broader societal structures.
Having moved from India to pursue a Master of Education (MEd) in the UK, this journey not only offered a world-renowned education but also a deeply personal exploration. I encountered labels—both explicit and implicit—that reshaped how I viewed myself and how others perceived me.
A year after graduating, with distinction, this reflection examines the unintended consequences of such labels, navigating an evolving sense of identity and belonging, and how higher education institutions could approach identity.
The weight of new labels
In India, my identity felt clear and unchallenged. Growing up in a community where cultural and national homogeneity was the norm, I seldom encountered the complexities of navigating diverse cultural spaces.
As a proud citizen, I had always viewed myself through a singular lens—an educator, a parent, and a lifelong learner.
Yet, upon arriving in the UK, I gradually found myself assigned new labels: “South Asian,” “brown,” “BAME,” or “non-native English speaker.”
These descriptors, while often used to acknowledge diversity, and well-intentioned, created a sense of “otherness” I had never felt before.
They carried with them an uneasy sense of stereotyping relating to cultural norms, economic motivations, or professional capabilities, overshadowing my individuality and the intentionality behind my journey. Or so it seemed to me.
This was shaped by my specific circumstances. I hadn’t come to the UK fleeing hardship or seeking greener pastures. After over two decades of a successful career, my journey was a deliberate choice to grow and challenge myself within a global academic system.
Nevertheless, I found myself viewed through a lens that reduced my presence to that of a “brown immigrant” – a categorization laden with assumptions I neither recognized nor accepted as my own.
Becker’s (1963) labelling theory, as detailed in his seminal work Outsiders, highlights how societal labels can shape individuals’ self-perceptions and interactions. For instance, being termed a “non-native English speaker” undermined my confidence, despite my strong command of the language. I became acutely self-conscious of my speech and writing, scrutinizing every phrase and mannerism.
Similarly, whilst being classified – for diversity reporting purposes – as “BAME”—a term that homogenized diverse ethnicities—diminished my unique identity as Indian. Condensing the diversity of a vast continent like Asia, and beyond, into a single category overlooked its rich individuality and distinct experiences.
At 48 years of age, with significant professional and personal capital, this phase felt like a rebirth, requiring me to relearn how to approach daily interactions, meet people, and manage emotions in an unfamiliar environment.
As a parent, I grappled with the tension between fiercely guarding my child in this new space and allowing her to grow freely as her own person. These dilemmas became an integral part of my journey, shaping my reflections on belonging. However, through these challenges, I discovered that cultural exchange offered a path to understanding identity and belonging.
Balancing cultures and shared humanity
One of the most enriching aspects of my time in the UK was finding harmony between embracing new cultures and retaining my distinct and individual, Indian identity. While cultural disconnections were inevitable, moments of connection highlighted opportunity and potential.
Simple acts, like sharing Ayurvedic home remedies with colleagues or discovering the vegetarian version of haggis and tatties—a Scottish dish that reminded me of flavours from Indian cuisine – sparked conversations, and mutual appreciation and understanding. Such experiences underscored the universality of care and the connections that form through everyday activities or practices.
Collaborative projects were equally transformative. A group initiative to design an innovative education program with a focus on MOOCs brought together diverse perspectives shaped by educational systems in Uganda, Ghana, Sri Lanka, India, and the United States. Engaging authentically with these cultures helped me realize that my identity wasn’t being erased—it was evolving.
This drew me to the conclusion that labels no longer seemed like barriers but also served as bridges. Interacting with domestic students further revealed our shared passions for equitable education and learner well-being, reinforcing the commonality of human experiences and aspirations.
Such moments emphasized that despite our differences, shared humanity forms the foundation of genuine connection and collaboration.
Celebrating individuality in academic spaces
Higher education institutions play a crucial role in shaping how identity and belonging are experienced. As an International Postgraduate student, I found value in lectures exploring diverse educational philosophies from thinkers like Confucius, Paulo Freire, bell hooks, Ivan Illich, and Sugata Mitra, alongside predominantly Western curricula.
These discussions offered a balanced perspective and inclusive learning environment, aligning with culturally responsive teaching (Gay, 2010) and ensuring students saw their identities reflected in education. Similarly, initiatives like the University of Edinburgh’s Global Citizenship Initiative and Kingston University’s Inclusive Curriculum Project provide platforms for students to share their unique experiences.
Labels like “South Asian”, “BAME”, or “Global South” can serve as useful starting points for addressing systemic inequities but risk oversimplifying diverse experiences and perpetuating stereotypes. Institutions should creatively rethink these categorizations to highlight individuality.
Platforms like self-identification surveys, narrative-sharing workshops, intercultural initiatives, peer-support groups, and reflective writing can foster mutual understanding, empathy, and respect. Staff training in dialogic engagement and curricular reforms can further nurture inclusivity.
Tinto’s Leaving College: Rethinking the Causes and Cures of Student Attrition (1993) underscores how academic and social integration are pivotal in fostering a sense of belonging, which thrives when institutions celebrate individuality and embrace diversity as a strength.
Moving beyond labels
For me, this journey has been one of rediscovery. As I walked across the stage at my graduation ceremony, surrounded by peers from around the world, I felt an overwhelming sense of belonging.
I realized my journey was not just about academic achievement; it was about embracing a deeper, more inclusive understanding of identity. Engaging authentically with new cultures doesn’t mean losing oneself—even under a label—but rather gaining dimensions to one’s sense of self.
My reflections are a reminder for myself, and perhaps the broader global society that shared experiences cultivate a true community where individuals feel recognised and valued. Identity evolves, but the need for acceptance and respect as a person remains constant.
Higher education must create spaces where individuality is honoured, differences are embraced, and restrictive labels are thoughtfully reevaluated. By doing so, institutions can harness the richness of diversity—not only to enrich learning experiences but also to dismantle stereotypes and foster a deeper sense of unity within our global community.
