In February 2025, LSHH marked LGBT+ History month with a roundtable event discussing Equality, Diversity, and Inclusion (EDI). We were joined by three University of Lincoln alumni, who shared how EDI knowledge & activism has impacted their lives after university. All three alumni are previous members of the award-winning Student Equality, Diversity, and Inclusion Committee (SEDIC) in the School of Humanities and Heritage. Their involvement in EDI work has allowed them to continue onto postgraduate study in different areas, begin their graduate careers, and speak on the TEDx stage. This fireside chat opened up conversations about inspiring LGBTQ+ individuals through history and the positive impact EDI knowledge can have.
This event was organised and chaired by Dr Laura Gill (English) and Dr Antonella Liuzzo Scorpo (History).
We are sharing a transcript of the conversation below.
Speakers
Freddie Copson (they/them) graduated in 2021 with a BA in Classical Studies and continued at the University of Lincoln to complete an MA by research in Equality, Diversity, and Inclusion with their thesis focusing on the impact of the COVID-19 pandemic on disabled university students. They are a disability advocate & content creator, sharing insight into life with different conditions, as well as publishing accessibility reviews of different musical theatre performances, west end & regional theatres.
Liv Hennessy (they/them) graduated in 2023 with a BA in History and completed their Masters at the University of Leicester in Museum Studies. They are a curator, facilitator, and researcher committed to social justice and amplifying underrepresented voices. Their work focuses on memory, identity, and decolonization, driving their commitment to fostering EDI. As part of this work, Liv leads the Fragments of Change project, collaborating with the Museum of Transology and LGBTQ+ communities to spotlight queer and trans histories across Greater Lincolnshire. Liv has worked with queer, trans, BIPOC, and neurodivergent students to promote authentic representation.
Bethany Stokes (she/her) graduated in 2023 with a BA in History. Whilst at University, she was the vice-chair for SEDIC, gaining an awareness of EDI issues and co-organised various events for the School of Humanities and Heritage. Bethany is particularly interested in decolonisation within museum education through her role assisting the Heritage and Collections Officer in redeveloping the Ioan boxes, workshops, and resources the museum provides for schools.
Transcript
Antonella Liuzzo Scorpo (ALS), Freddie Copson (FC), Liv Hennessy (LH) and Bethany Stokes (BS), Laura Gill (LG), Emily Timms (ET), Megan Schlanker (MS).
ALS: Thank you all for being here today. It’s a pleasure. As Laura mentioned, you’ve all been actively involved in SEDIC, and one question we’d like to ask is how your journey into EDI started. What got you involved in the first place?
BS: I personally got involved after attending a lecture in my first year, where Antonella spoke about EDI and how SEDIC was open for anyone to join. I thought it would be a great way to connect with others and build a community, so I joined.
LH: Similar to Beth, I joined in 2020 during the lockdown. Before discovering SEDIC, I struggled to make friends since all our classes were online. I was trying to find a community to fit into, and then I heard about SEDIC and its founding. That was a turning point for me. Before joining SEDIC, I didn’t know much about EDI. I first heard of it at that talk. Since then, I’ve met lifelong friends and amazing people I can relate to, which has helped me build confidence. In the 2021-2022 academic year, I became the social media secretary, and in 2022-2023, I became the chair. Being part of SEDIC helped me grow personally and professionally, and it’s shaped my passion for EDI, especially in my current work.
FC: Yeah, I can relate. When SEDIC started, I was in my third year. Between my first and second years, I was diagnosed with a connective tissue disorder and started doing disability advocacy. Hearing about SEDIC and the university’s increased focus on EDI was a great opportunity for me to develop new skills and meet people. Even though it was lockdown, there were still many opportunities to get involved. Being part of this helped me find a direction, and later, it led me to pursue my masters in EDI, something I wouldn’t have considered without my involvement in SEDIC.
ALS: That’s really interesting. All of you have pursued careers where you’ve applied what you learned through your involvement with EDI. What skills did you gain from your experiences at university, and how are you applying them now?
LH: In terms of how SEDIC impacted my next steps, during my third year, I did my dissertation on the representation of queer identities in the British Museum. This sparked my interest in curatorial activism, community curation, and accessibility. I wanted to pursue a master’s in museum studies and came across an academic, Richard Sander, who focused on accessibility and LGBTQ+ inclusion in museums. SEDIC also helped me gain social media skills, especially around accessibility, which I applied when I became the school rep during my master’s. I developed communication and organizational skills, particularly when organizing events like those for Hate Crime Awareness Week. These skills were invaluable when I organized hybrid events that brought together on-campus and distance learning students. I also became a Just Like Us ambassador, where I share my experience as bisexual and non-binary, which has enhanced my advocacy skills.
FC: SEDIC and my involvement in EDI had a major impact on my career and personal life. After finishing my master’s, I took part in many EDI-related events, especially focusing on disability advocacy. I worked with someone from the careers team to organize an event for disabled students on their employment rights. A year later, I applied for and got a role within the careers team, where I continued my work in advocacy and EDI. I ended up having that same staff member as my line manager, which worked out well. It was really useful to build the skills and experience I needed, and I gained so much knowledge I wouldn’t have gotten without this opportunity. Communication skills, for example, were key. In my third year, I was the Secretary of SEDIC, where I took notes on everything we did, and we did a lot. The responsibility of documenting all that helped me develop important skills for my current role in the careers team. I’ve moved through a couple of roles, and now I’m a placement advisor. My experiences, like being a Just Like Us ambassador, being disabled, and identifying as non-binary, have helped me connect with students. For example, when students shared their experiences with enrollment forms not reflecting their gender, I was able to support them. It’s different when you can relate personally rather than just being an ally. I’ve had feedback from students who felt empowered to talk to their employers about adjustments in the workplace. Without SEDIC, I wouldn’t have the knowledge or experience I needed to help them, and I’ll always be grateful for it. It was one of the best opportunities I had at university.
BS: I agree. For me, communication was a huge area of growth. After Freddie was Secretary, I became Secretary myself and then vice-chair the following year. It was a great learning opportunity. I improved both written and verbal communication, especially when engaging with staff. At first, it felt intimidating, but by my second and third year, it became natural to have those conversations and advocate for what we believed in. In my job now, many people weren’t aware of EDI when I started, so I brought a fresh perspective. I’ve been able to introduce changes to make the organization more accessible and inclusive. It was something they hadn’t thought of before, and I wouldn’t have had the confidence to do that without SEDIC.
ALS: That’s fantastic. And without SEDIC, we [staff] wouldn’t be able to do what we do now! So, we’re here today in February for LGBTQ+ Month, and I wanted to ask: are there any figures from the history of LGBTQ+ movements or activists that have influenced your studies, ways of thinking, or inspired you?
FC: Yes, there are a couple of people who have really impacted me. The first is Frida Kahlo, the artist and activist. I admire her a lot. She was openly bisexual and spoke about gender in ways that were groundbreaking for her time. Despite the gendered society of the first half of the twentieth century, she expressed herself authentically. One of her famous self-portraits shows her in a loose business-style suit with short hair, and there’s a quote above it about freedom. That resonates with me as I’ve been able to openly identify as non-binary and discuss it freely. Without people like Frida, I wouldn’t be able to do this now. Another significant influence was a research paper I did on a Roman burial in Southwark. The body was identified as female, but the grave contained items traditionally associated with males. This made me think about gender in different ways and led to my dissertation on gender stereotypes in Roman British burial archaeology. The research was nominated for an award, which was an incredible experience. Studying this helped me realize that ancient societies didn’t view gender in the rigid ways we do now, and this has greatly influenced my thinking. It’s important to remember that gender beyond the binary isn’t a new concept—it’s been understood in diverse ways throughout history.
LH: Absolutely. I have two figures to mention. The first is Sylvia Rivera. In my second year, we organized an event where we invited a trans artist who created zines—small self-made booklets. She created a series about Sylvia Rivera, inspired by her activism. Sylvia was a trans rights activist during the Stonewall riots and was deeply involved in the gay liberation movement. I really connected with her work, especially the way she used line printing and shadowing in her artwork. It felt empowering. I’ve always believed that anger and frustration should be turned into action, especially in the pursuit of social justice. The way Sylvia channelled her activism into art was incredible. Her work also helped me with my own identity. For the past few years, I’ve been questioning my gender, and it wasn’t until last year that I really started to think about it. The event with Anna, where we discussed Sylvia’s work, made me realize I don’t fit into the binary gender roles—and that’s perfectly okay. It helped me discover myself and realize I can be who I want to be.
The second individual is E-J Scott, the curator for the Museum of Transology, the world’s first trans and intersex collection. It’s housed at the Bishopsgate Institute in London, which also holds the nation’s largest LGBTQ+ archive. E-J is an incredible person and has inspired much of my work. For my undergraduate dissertation, I used a lot of his theories, especially around queer exhibition-making, which focuses on storytelling and future narratives. His work encourages curators to create spaces that involve communities rather than just representing them. This concept of curatorial activism has shaped my approach to museums. In my master’s, I decided to explore Botanic Gardens in relation to LGBT+ communities. I initially thought it would be a joke, but it turned into something meaningful. I examined how botanic gardens can engage with and advocate for LGBT+ communities, using curatorial activism to challenge heteronormative views. I really enjoyed that process. E-J’s work with trans communities nationwide is inspiring. One of his current projects celebrates 10 years of the Museum of Transology, where they’ve gathered community curators to collect objects from trans prides across the UK. I had the chance to help with this, and it was a rewarding experience. EJ’s work continues to influence me. I’m using his frameworks to organize object-collecting workshops, which I hope to hold next year at local libraries. I want to encourage communities to bring their objects and create labels for them, helping them shape their own histories. It’s important to recognize that we can all make our own history, and this idea has really resonated with me.
BS: I chose Marsha P. Johnson, a self-identified drag queen who advocated for transgender people in New York during the 60s and 70s. She played a significant role in the Stonewall riots and was instrumental in raising awareness about AIDS. Learning about Marsha made me reflect on how history often omits certain individuals. Before university, I had little exposure to these histories, but since then, I’ve learned a great deal. For example, in our first year, when we studied “Forging the Modern State,” we saw diverse World War photos that weren’t shown in high school. It made me realize how much is missing from our history books. Reflecting on these individuals and their stories challenges me to think about what else has been left out and what needs to change.
ALS: Thank you. That’s a great revision of the curriculum. So, because you represent the future of EDI, what would you advise current students, both in our school and beyond, on how to engage with the work, get involved, and potentially make change happen based on your own experiences?
BS: I’d recommend reaching out to someone to join an EDI committee, like yourself or Laura, and take every opportunity available. I didn’t initially see myself on the committee. I started by observing, but over time, I became more comfortable and joined as a committee member. I took on the role of Secretary, which included taking meeting notes and sending them out. It might seem small, but it makes a big difference. Many organizations today value EDI awareness, and it’s often seen as an essential quality when applying for jobs.
LH: My advice would be to research and educate yourself. I learned a lot about EDI through SEDIC, but I also did a lot of independent research, especially in my history course. This helped me discover more diverse histories, including topics like accessibility. For example, I read a lot on accessibility in museums and how they can improve. I also came across guidance on trans-inclusive practices, which was published recently, focusing on how museums and community spaces can be more inclusive. Networking is also key. It can be intimidating, but having a small community, like SEDIC, makes it easier. At university, we knew each other, including lecturers and students, which created a welcoming environment. I personally find email networking less daunting than face-to-face interactions, so I’ve reached out to many people in my field. I also recommend checking out free government EDI courses for workplace training. They’ve received good reviews and could provide more formal training. Remember, even small actions can make a huge impact. Sometimes, helping just one person with EDI-related questions or having a conversation about it can have a ripple effect. I believe it’s more important to have a meaningful impact on a few people than to try and reach a large audience.
FC: I completely agree. Even the smallest actions can have a significant impact, especially when they resonate with someone. For instance, when I meet with students to discuss building their CVs, they often realize they’ve already done more than they thought. Taking any opportunity that comes up is crucial. We started as a small group of 10 students in SEDIC, discussing EDI, and now we’ve all moved on to postgraduate studies or careers, continuing to advocate for EDI in the workplace. We’ve spoken on the TEDx stage about how being involved in a small group has helped us grow both personally and in terms of our impact. I recently watched my TED talk and read through a few comments. There are only about 10 comments, but one of them really stood out. It said, “This made me cry and made me understand, I’m not lazy, I’m just disabled.” If that helped just one person feel less alone, that’s enough for me. If EDI work helps someone shift their mindset, even if it’s just a little, then I’m happy with that. We don’t do EDI for praise. We do it because we want to make the world a better place. It sounds cheesy, but it’s true. There’s no point in pretending we’re doing something huge—we’re just doing what everyone should be doing.
BS: And the thing is, you don’t have to start knowing everything. That comes with time. We’ve continued to learn about accessibility through platforms like social media, and it’s a continuous process. But SEDIC gave us the foundation for that.
FC: Absolutely. SEDIC gave me the confidence to admit when I don’t know something. As a trans person, I know a lot about LGBTQ+ history and rights because it directly impacts me, but there was so much I didn’t know about non-white communities. Thanks to SEDIC, I was able to admit what I didn’t know and learn about it.
BS: It was a safe space to acknowledge that as well.
FC: Exactly. We all sat and learned together, acknowledging that we didn’t know things.
BS: We created resources to help each other, like a guide on pronouns for those who weren’t familiar with them. We created it for each other and shared it through social media, but it was about us educating each other first.
FC: That’s one of the biggest steps—just being willing to learn and then passing that knowledge on to others.
LH: You are your own advocate. I’ve struggled to advocate for my rights and for others, especially living in Lincolnshire. It’s been challenging, but finding people in SEDIC and others looking for a community has really helped. We’ve been able to impact each other and educate one another. Like we said, the education we missed in primary and secondary school is crucial. I’ve lived in Grantham all my life, which is where Margaret Thatcher was born, and I only found out about Section 28 when I got to university. It shows how much more needs to be done when people aren’t even aware of histories right under their noses. Doing the bare minimum, like educating yourself and others, can make such a huge impact. That’s what we’ve done through SEDIC—created a community and provided education and resources. It’s about offering safe spaces and bringing people together.
ALS: Thank you. And now you can see why we invited them!
Q&A
LG: It seems like you’re all busy with lots of projects. Is there anything you’re working on right now that you think we might like to hear about?
LH: One thing I didn’t mention earlier is that we’re establishing a Trans Pride in Lincoln, Lincolnshire. We’re starting with a series of small events to build a community. We’re working on logos and have received a lot of interest from people who want to help. It’s great to see that enthusiasm. Our goal is to increase awareness, not just in Lincoln but across Lincolnshire. We’re hoping to have our first event towards the end of March for Trans Day Visibility at Lark Books, who’ve been very supportive. We’re also working on the Fragments of Change project, trying to secure funding. It’s a project with the Museum of Transology, where we aim to digitally convert objects from the museum into a touring collection. The goal is to make the collection more accessible not just in London, but nationwide.
MS: I have a couple of comments and questions. Freddie mentioned how students come in and say it’s really good to have someone who understands them. That resonated with me. Recently, I’ve been researching autistic educators. Most research focuses on how to interact with autistic students, but there’s very little on being an autistic teacher. I also liked Liv’s point about adapting networking to suit you. Not everyone is comfortable speaking to crowds, but there are still ways to network. And Beth made a point about how universities teach diverse histories, things that weren’t taught before. I wanted to ask you all how we can remedy this. What are your thoughts?
LH: It’s been great to see some schools teaching LGBT+ history. Some teachers have created their own LGBT+ clubs during lunch, and that’s been a nice way to introduce more inclusive content. I also did a survey as part of the Fragments of Change project, reaching out to LGBT+ communities across the county, and I received over 500 responses. Many people mentioned they wish there was more LGBT+ content in education. Some suggested that we work closely with schools to share LGBT+ histories and stories. I think schools and universities should actively reach out to organizations to bring that content into classrooms. I wish I had that kind of education when I was younger. Many people didn’t even have basic sexual education because of Section 28, and they really missed out on understanding their identities. That context is so important, and it would help individuals understand themselves better.
BS: I agree with Liv. At the museum, we’re hoping to organize a roundtable with local teachers to discuss how we can make the curriculum more inclusive of wider histories. There’s a push for this now compared to when we were in school, but there’s always more work to be done. It’s about opening those conversations.
FC: On top of reaching out to organizations and educators, just existing and being visible in those spaces is crucial. As a trans and autistic person, I’ve had students relate to me because of my experiences. When I was in school, hearing anything about trans people would have sped up the past 10 years of my life. The notion of “existence is resistance” is important because so many people try to hide the existence of trans people. Just being visible and talking about queer history and LGBTQ+ individuals is powerful. We can’t hide the fact that these people have existed and made an impact on society.
ET: I have a question about social media and its role in online spaces. Social media has become increasingly politicized, and algorithms cater to certain age demographics and so on, and I’m curious to hear your thoughts on that. You’ve mentioned the importance of online spaces for disseminating information, but as we move into more uncertain waters, could you reflect a bit more on the role of social media and online spaces?
FC: Outside of work, I run a disability advocacy Instagram account where I talk about my health conditions, disabled rights, and accessibility in musical theatre. I publish reviews of theatre performances—both regional and West End—focusing on accessibility. Instagram is my main platform, but I also share these reviews on other sites, like Ewan’s Guide, which is a national charity for accessibility reviews. These reviews reach people who may not be on social media but still need accessible information about places to visit. Recently, I visited The Other Palace in London, where I collaborated with Amy, who works in theatre accessibility, to improve clarity on their accessibility information. While social media is my base, I make sure to expand across other platforms. However, social media can be negative at times, and I’ve received unwelcome comments. I prefer using it as a base to spread content through various channels, especially for PR invites, many of which I get through Instagram. It’s a hub for information, but I try to share it beyond that space.
LH: I’ve done something similar. For the past few years, I’ve been considering accessibility across age demographics in my freelance work with Creative Revel, a social enterprise organization. One of the challenges they’ve discussed is reaching older people through social media. Recently, I co-founded Queer Midlands, a social media project to promote events, histories, and organizations across the Midlands. While we’ve started with Instagram, we’ve expanded to email and are networking with other organizations to collaborate in more ways. Social media is a great tool for collaboration, but we also look at accessibility in terms of which platforms people use. For example, I use Facebook to reach people for my Fragments of Change project, especially those who may only have access to Facebook. I’m also learning a lot about social media marketing through an internship, which has taught me how to use social media, email marketing, and in-person strategies to reach diverse audiences. It’s been impactful, and I’m still learning how to expand my reach. I’m also working on connecting with community libraries because spaces like that are so important.
BS: I agree with what’s been said. For example, at the museum, we’ve created a mailing list. We don’t rely solely on social media because many grandparents bring children to events, especially during half-term. So, we ensure we also have posters and physical options to share information. Social media is important for reaching a large demographic, but we have to think beyond it too, making sure we reach everyone, including those who may not be online.
LG: Thank you all so much for joining us. That was inspiring and really interesting. There’s so much detail in what you’ve shared. Thanks to everyone who joined online and to those of you here in person as well.
If you are interested in getting involved in SEDIC activities in CoASSH, get in touch with one of the current co-directors of Equity and Inclusivity in LSHH, Laura Gill (lgill@lincoln.ac.uk) or Erin Bell (ebell@lincoln.ac.uk).