Allyship has become a new buzzword in equity, diversity and inclusion (EDI) discourse, especially within educational institutions. However, in reality, beneath the polished language of antiracism lies a troubling contradiction. In this blog post, I question whether allyship that leaves systems unchanged and institutional structures unchallenged can really be called allyship, or if it is, quite frankly, ‘A-Lie’?

To answer this question, we first need to briefly unpack the difference between performative and authentic allyship.

Performative allyship

Performative allyship adopts the appearance of solidarity (such as through hashtags, media statements or institutional slogans) without committing to substantive change. Arguably, performative allyship is often driven by reputational concerns or the pursuit of social capital, and in so doing, it invariably reinforces the very power structures it claims to oppose (Thorne, 2022).

This dynamic rarely exists in isolation. Performative allyship is often reinforced by White fragility, which DiAngelo (2018) describes as the defensive reactions that White people demonstrate when their positions are challenged. These reactions (tears, guilt, silence, denial) invariably serve to derail difficult conversations and actively protect White comfort (Miller et al., 2023). Together, performative allyship and White fragility can form a feedback loop of inertia, where progress is stalled under the guise of engagement. Their combined effect? A façade that leaves unjust systems untouched and marginalised people continually oppressed.

‘Together, performative allyship and White fragility can form a feedback loop of inertia, where progress is stalled under the guise of engagement.’

We have seen this scenario unfold in recent years. After the murder of George Floyd in 2020, institutions across sectors (including education) released statements framed in antiracist language. They hosted panels, launched initiatives and signalled a commitment to change (Halpin, 2020). But how much has really changed?

In the UK, White dominance continues to shape leadership structures; recruitment and promotion practices remain skewed towards Whiteness; and racialised and gendered pay disparities persist. Furthermore, racially marginalised students continue to encounter attainment gaps, and they are underrepresented in postgraduate study and academic careers (Advance HE, 2022). Meanwhile, complaints concerning institutional racism often go unaddressed, unbelieved or are mishandled, leaving staff and students with little or no trust in institutional processes (Miller, 2025). As Ejegi-Memeh et al. (2023, p. 430) argue, post-Floyd institutional responses have ostensibly amounted to ‘empty performative gestures’. Put differently, the structural barriers remain, only the narrative has changed.

‘Authentic allyship drives transformative change … performative allyship preserves the illusion of it.’

Authentic allyship

Kutlaca and Radke (2023) offer a framework for distinguishing authentic allyship from its performative counterpart. Research shows that authentic allyship involves leveraging one’s privilege to confront injustice, support marginalised communities and push for structural change. Authentic allies do not simply hold non-prejudiced beliefs, they take action, even when it is inconvenient, unsafe or goes unseen. They actively promote social justice, extend their privilege to others and hold themselves accountable to marginalised people, publicly and privately (Brown & Ostrove, 2013). This includes working to dismantle systems they may personally benefit from.

In short, authentic allyship demands ongoing self-education, the courage to sit with discomfort, a commitment to listening and a rejection of symbolic or performative gestures (Arif et al., 2022).

Food for thought…

The difference between authentic and performative allyship has real consequences. Authentic allyship drives transformative change, whereas performative allyship preserves the illusion of it. So, ask yourself, honestly, are you showing up as an ‘Ally’ or ‘A-Lie’?

References

Advance HE. (2022). Equality in higher education: Statistical reports 2022. https://www.advance-he.ac.uk/news-and-views/equality-higher-education-statistical-reports-2022

Arif, S., Afolabi, T., Manzor Mitrzyk, B., Thomas, T. F., Borja-Hart, N., Wade, L., & Henson, B. (2022). Engaging in authentic allyship as part of our professional development. American Journal of Pharmaceutical Education, 86(5), 8690. https://doi.org/10.5688/ajpe8690

Brown, K. T., & Ostrove, J. M. (2013). What does it mean to be an ally? The perception of allies from the perspective of people of color. Journal of Applied Social Psychology, 43(11), 2211–2222. https://doi.org/10.1111/jasp.12172

DiAngelo, R. (2018). White fragility: Why it’s so hard for White people to talk about racism. Beacon Press.

Ejegi-Memeh, S., Salway, S., McGowan, V., Villarroel-Williams, N., Ronzi, S., Egan, M., Gravenhorst, K., Holman, D., & Rinaldi, C. (2023). Can White allyship contribute to tackling ethnic inequalities in health? Reflections on the experiences of diverse young adults in England. Critical Public Health, 33(4), 421–433. https://doi.org/10.1080/09581596.2023.2188139

Halpin. (2020). UK universities’ response to Black Lives Matter. https://halpinpartnership.com/wp-content/uploads/2020/11/halpin-report-uk-universities-response-to-black-lives-matter.pdf

Kutlaca, M., & Radke, H. R. M. (2023). Towards an understanding of performative allyship: Definition, antecedents and consequences. Social and Personality Psychology Compass, 17(2), e12724. https://doi.org/10.1111/spc3.12724

Miller, D. A., Brown, C., & Essex, R. (2023). The psychosocial costs of racism to White staff members of an ethnically diverse, post-92 university. London Review of Education, 21(1), 1–14. https://doi.org/10.14324/LRE.21.1.39

Miller, D., Essex, R., & Brown, C. (2025) ‘I’m managed by a White man who’s managed by a White man who’s managed by a White woman who’s managed by a White man’: The problem of institutional racism in a UK-based university. London Review of Education, 23(1), 8. https://doi.org/10.14324/LRE.23.1.08

Thorne, S. (2022). Moving beyond performative allyship. Nursing Inquiry, 29(1), e12483. https://doi.org/10.1111/nin.12483