Some believe that achieving greatness in our own lives is not enough; we must also pave the way for those who follow. This sentiment resonates with Jason Arday, who faced significant challenges from an early age.
At the age of three, Jason was diagnosed with global development delay and autism spectrum disorder, and doctors warned his family that life would be a constant struggle for him. Communication was a major hurdle for Jason, who didn’t speak until he was 11 years old.
Additionally, he couldn’t read or write until the age of 18. However, his mind was constantly observing and analyzing the world around him, leading him to contemplate the plight of the homeless and the existence of war.
Unbeknownst to him, Jason was already showing the potential to become a sociologist who would work towards creating a more accessible world for marginalized individuals. It was a fortuitous encounter with his college tutor, Sandro Sandri, that changed the course of Jason’s life.
With Sandro as his mentor, Jason learned to read and write, eventually earning a degree in Physical Education and becoming a PE teacher. Throughout his journey, he faced numerous rejections for his academic contributions, but he persevered, fueled by Sandro’s support. Jason went on to earn two master’s degrees and a PhD in educational studies.
Reflecting on his journey, Jason expressed how his belief in himself solidified during his pursuit of higher education. He emphasized his unwavering determination and focus, affirming that academia was his calling.
Setting a new goal for himself, Jason aspired to secure a position at either Oxford or Cambridge. Just eight years later, at the age of 37, he achieved his mission. In March 2023, Jason will become a Professor of Sociology of Education in the Faculty of Education at the University of Cambridge. He holds the distinction of being the youngest Black professor in the university’s history, one of only six Black faculty members currently employed there.
In his new role, Jason aims to foster greater representation of ethnic minorities in higher education. While acknowledging the progress made by Cambridge in diversifying its landscape, he recognizes that more work needs to be done not only at his institution but across the sector as a whole. Jason believes that by leveraging the university’s resources and capital, it is possible to improve educational opportunities for everyone, not just a select few.
To accomplish this, he stresses the importance of solidarity, understanding, and love as the fundamental tools for creating a more inclusive educational system.
Jason’s commitment to increasing inclusivity in education has already made remarkable strides. His journey, tenacity, and vision for a fairer world serve as an inspiration to us all.