Author: Tonicha Child

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Faith

Image Credit: Ayham Jabr Leap Of Faith (2017)

Positionality Statement: As someone who is not religious, I acknowledge that my worldview is shaped by secular humanism and rationalism. I recognise that this may influence the way I approach research topics and questions, and that it may limit my understanding of certain cultural or religious practices. 

‘Religion in Britain: Challenges for Higher Education.’ Stimulus paper (Modood & Calhoun, 2015)  I read the latter part of the text “Paper 2: Religion, the public sphere and higher education”, which examines various challenges related to religion in British society and higher education. The government’s approach to extremism primarily centres around Islam, leading to concerns regarding freedom of speech and academic freedom. This text explores the intersection between religion, gender and sexuality by noting that religious beliefs can impact attitudes about these issues. From the text I agree that universities’ roles should be encouraging integration and cross-cultural activities while taking into account minority group cohesion and identity issues. I believe a big part of this is actively staying up to date of current international affairs events/conflicts. The text really emphasises our role and responsibility in fostering social justice, interfaith harmony, and public knowledge of religion. 

The paper also proposes that universities actively foster public engagement with religion, encourage interfaith dialogue and foster integrative academic communities. It explains that universities play a pivotal role in combatting societal segregation by providing opportunities for cross-cultural interactions and learning experiences – although I think in practice this can be difficult, as students (especially if they are new to the UK) find comfort in being around students of similar cultural backgrounds. This aspect in the paper offers a lot in terms of applying the resource to my teaching practice, one simple way could be: to actively encourage and celebrate different religious/cultural holidays in the classroom, as many holidays in the UK are rooted in Christianity. This would offer a great opportunity for interfaith dialogue for the students.  

Kwame Anthony Appiah’s lecture “Creed” offers several insights and ideas regarding inclusive practices within pedagogy. 

Appiah emphasises the significance of understanding and respecting various creeds, whether religious or secular. His argument suggests that creeds are dynamic moral frameworks which shape both individual and collective identities, therefore we need to acknowledge and honour diversity among the student body, creating an atmosphere of inclusion. Appiah stresses the need for respectful dialogue and mutual understanding across different creeds. In terms of my teaching practice, this could mean creating an environment in which students feel safe expressing their beliefs freely while participating in meaningful discussions about them. 

Appiah’s lecture also emphasises the significance of finding common ground and shared values among various religions and creeds, in pedagogy this could mean highlighting universal human values that transcend specific creeds. By focusing on commonalities rather than differences educators can foster inclusive practices that celebrate diversity while building sense of unity and belonging among their student populations. 

As an educator I would follow Appiah’s example in creating inclusive learning environments which embrace students’ diverse identities and perspectives. However, I do also understand that it must be approached with sensitivity and there are many facets of faith which are complex and nuanced, therefore I believe that I should always keep an open mind and engage in ongoing learning rooted in the student experience. 

 
Shades of Noir: Interview with William Whitcombe  
As I have little knowledge on religion and faith, I decided to read the interview with the Chaplain & Interfaith Advisor for LCC and LCF. I thought this would help gain a deeper understanding of the services that are available to my students. To summarise the Chaplain’s primary responsibility lies with providing pastoral/spiritual care for students, staff and families of the university. These services support individuals of diverse religious, atheist, or unaligning ideologies. The Chaplain also examines the place of religion in modern-day society and politics, defining religious extremism as “a belief in having a complete monopoly on the truth and resorting to any means necessary to assert that view.”

The most striking part of this interview for me, is when the Chaplain is asked to explain the distinction between religion, faith, spirituality, and belief using an analogy involving a desert road where religion serves as a bus carrying people along faith and belief journeys, The Chaplain then goes onto say “They have moments on that road in the desert when their vision is somehow extended, and they see so much more in and around them than they did just a few moments before. This is the spiritual side that I believe exists in all of us.” This was such a poetic moment and I agree that spirituality exists in everyone, it just manifests itself in different ways. As someone that is not religious, I now aknowledge that this fact does not prevent me from participating in my own spiritual journey. Therefore as educators we should be nurturing students with an open mind and compassion, recognising that everyone’s spiritual journey is theres’ to own.

Bibliography:

Appiah, K.A. (2016) ‘Creed’, Kwame Anthony Appiah – Mistaken Identities. The Reith Lectures, 30 May. Available at: https://www.bbc.co.uk/programmes/b07z43ds (Accessed: 25 May 2023). 

Modood, T. and Calhoun, C. (2015) Religion in Britian: Challenges for Higher Education. London: Leadership Foundation for Higher Education. 

Whitcombe, W. (2017) ‘Interview with William Whitcombe’, Higher Power: Religion, Faith, Spirituality & Belief, pp. 46–49. Available at: https://shadesofnoir.org.uk/journals/higher-power-religion-faith-spirituality-belief/ (Accessed: 25 May 2023). 

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Disability

‘Healing’ From “Mad Room,” 2016. Credit: Courtesy of Gloria Swain

Positionality Statement: As someone with an invisible disability, I recognise the importance of disability activism and advocacy. I acknowledge that my disability may influence the way I approach research topics and methodologies, and that it may limit my ability to access certain spaces or resources. However, I also acknowledge that because my disability isn’t visible and that I’m a white, heterosexual, cisgender person, I am afforded certain privileges. 

As soon as I visited UAL’s disability services webpages, my thoughts quickly turned back to my personal experiences with disability services at UAL. Since starting at BA level in my BA degree program, MA course and now PgCert course. I have gone through this process three times! Initial experiences can often be difficult and stressful; you are uncertain of what you should expect and asking for help can be daunting. Though my journey wasn’t the smoothest nor was it traumatic, it could have been better. At times, I felt awkward sitting in the office of the Disability Advisor with the fear of being judged. My experiences in the DSA process made me acutely aware of the hurdles students must overcome in order to receive support they need, but it also enabled me to guide them easily towards available support and resources, the disability services webpages being one of them. 

Christine Sun Kim Film 

The multi-sensory approach to designing experiences is something that we encourage on the course I teach, in-fact the first week of term we do a ‘Human Senses’ brief, so I could easily image applying this resource within my practice – to offer a rich source of insight and exploration for multi-sensory design solutions that engage users on multiple levels. As the Film promotes alternative sensory inputs, cross-modal thinking, and encourages innovative and inclusive approaches, it could provide designe students with valuable inspiration that helps propel multi-sensory design solutions that truly engage users on multiple fronts.  

But more importantly, integrating Christine Sun Kim’s Film into my teaching practice – specifically at the beginning of the academic year would foster an inclusive learning environment that promotes empathy, critical thinking, creativity and interdisciplinary links. Doing so may increase students’ understanding of diverse perspectives while sparking their imagination and encouraging them to approach learning with openness and inclusivity. 

#DisabilityTooWhite article/interview with Vilissa Thompson 

This article offers valuable insights for inclusive practices within design pedagogy by emphasising representation and diversity as its core aspects. Reflecting upon this article, it became evident to me that as design educators must prioritise representation and diversity by providing students with exposure to a diverse selection of designs created by disabled people of colour. The article stresses the significance of intersectionality and I would hope it would encourage students to understand how various identities intersect with disability.  

We should seek to amplify marginalised voices, for example we can invite guest speakers from underrepresented groups, conduct research with them and facilitate discussions on biases. Fostering empathy and sensitivity among students as they learn about the challenges that disabled people of colour are up against is of the utmost importance. Additionally, collaborative and participatory design approaches should be prioritised, engaging both disabled individuals and communities in the process of design. As a design educator, I try to implement these strategies into my teaching practice; however, there may be instances in which it would be helpful to be more explicit by highlighting different experiences related to disability so as to create inclusive learning environments and equip our students to become socially responsible designers. 

Deaf-accessibility for spoonies: lessons from touring Eve and Mary Are Having Coffee while chronically ill (2017) By Khairani Barokka (Okka)

To summarise, the article emphasises the significance of accessibility in arts settings and highlights the need to accommodate deaf and chronically ill individuals’ needs. Also, it suggests raising awareness and initiating proactive efforts in creating inclusive spaces that prioritise accessibility while catering to a range of audiences.  

The article provides lots of practical insights, applying these to my teaching practice would require that we prioritise accessibility through proactive planning, consultation, clear communication, creating a safe environment and providing accessible information. By considering the diverse needs of students with disabilities or chronic illnesses, as teachers we can create inclusive learning environments by anticipating accommodations, engaging stakeholders proactively and communicating effectively. Also, by offering multiple formats for information dissemination while cultivating empathy and understanding as well as using accessible technology as key strategies – ultimately guaranteeing all pupils can fully participate and thrive within classroom settings. 

Shades of Noir: Disability. ‘The Healing Power of Art in Intergenerational Trauma: Mad Room.’  

This article highlights the exclusion of disabled and PoC artists in mainstream art conversations. The author, Gloria Swain, an aging Black woman artist living with mental disability, shares her experiences and praises the valuable work of Tangled Art + Disability for supporting disabled artists. She describes her solo exhibition entitled “Mad Room,” featuring touchable paintings and elements related to mental disability aimed at creating a community space where Black women could discuss mental health while challenging stereotypes; in addition, artist talks were held to facilitate conversations around madness within Black communities as well as healing from intergenerational trauma. I particularly liked how as an artist and activist Gloria was able to reclaim the word ‘Mad’ through her exhibition.  

This article offers great insights for my teaching and professional practice, for example incorporating (more)diverse artists/scholars into the curriculum we can promote representation while challenging biases. Additionally, by amplifying marginalised voices such as Black women and addressing intersections of mental disability with racism. The course I teach is very diverse, and knowing that different cultures, religions and communities have vastly nuanced and differing conversations surrounding mental health, and intergenerational Trauma. So using this article or Glorias work as an example of this could resonate across cultures and potentially open a dialogue around mental health in the classroom. 

Bibliography:

Barokka, K (2017) Deaf-accessibility for spoonies: lessons from touring Eve and Mary Are Having Coffee while chronically ill. Research in Drama Education: The Journal of Applied Theatre and Performance, 22 (3). pp. 387-392.

Blahovec, S. (2016) “Confronting the Whitewashing Of Disability: Interview with #DisabilityTooWhite Creator Vilissa Thompson,” Huffpost, 28 June. Available at: www.huffpost.com/entry/confronting-the-whitewash_b_10574994 (Accessed: May 9, 2023).

TEDx Talks (2017) Not all disabilities are visible. YouTube. Available at: https://www.youtube.com/watch?v=YhXcP65h0sI (Accessed: May 9, 2023).

Saltzman, D. (2011) Christine Sun Kim, vimeo. A Selby Film. Available at: https://vimeo.com/31083172 (Accessed: May 8, 2023).

Swain, G. (2020) “The Healing Power of Art in Intergenerational Trauma: Mad Room,” Disabled People: The Voice of Many, Shades of Noir. pp. 91-93

UAL (2023) Disability and dyslexia. Available at: https://www.arts.ac.uk/students/student-services/disability-and-dyslexia (Accessed: May 8, 2023).

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Pluriversal University 

Photo Credit: Self-driving Fish Tank by Studio DIIP, 2014

In the second seminar about values, ethics and teaching we were asked to look at UAL’s current Climate Justice resources on Canvas. There was a lively debate around the topic, with some suggesting that UAL’s climate initiatives just don’t go far enough and they could be a lot more radical in their approach.  

I was delighted to see Escobar as a suggested alternative text, even though it wasn’t officially in this year’s reading list, however I was familiar with the reading as it was the basis of one the MA UX project briefs. The headline of the brief was titled “Design a set of pluriversal household objects” this particular brief explores the idea that, design acknowledges that there is a new way of looking at our current planetary existence that is many sided, multiple, transgenic, multi species, deeply entangled with non-human, systemic, and infrastructural entities.  

As visions for the future are not created in a bubble; they are co-created along with those that will live with their effects. Visions for the future should inform solutions in the present. However, much of pluriversal and transition thinking that has been embraced in the field of design has focused on the idea of ‘innovation’ – new ideas that spur new products and services. In reality, societal transitions involve two major shifts: a build-up, and a break-down.

The university is first and foremost a business, driven by growth and profits – focusing on this type of innovation isn’t sustainable for the future. I think we can learn a lot from Escobar’s ethical standpoint on design, one that does not emphasise constant growth and novelty but values what we already have.

Bibliography: 

Escobar, A. (2018). Designs for the Pluriverse: Radical Interdependence, Autonomy, and the Making of Worlds. Durham, NC: Duke University Press. 

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Appreciative Inquiry

Photo Credit: involve.org.uk

Appreciative Inquiry (AI) is a pedagogical approach rooted in philosophy and psychology, developed by David Cooperrider and Suresh Srivastva in the late 1980s to foster positive change within organizations. It relies on the idea that people respond more favorably when their strengths are acknowledged rather than their shortcomings.

The philosophy behind AI is rooted in the works of social constructionist theorists such as Kenneth Gergen, who emphasize the significance of language and narrative in shaping our perceptions of our environment. AI operates under the assumption that by asking positive, strengths-based questions we can foster a more productive learning atmosphere.

This resonated with my own practice, as AI has been adopted into a specific research method within User Experience Design practice. This involves using AI principles to identify what works well in a user’s experience rather than simply fixing what needs fixing. By focusing on the strengths of an individual’s journey, designers can pinpoint and replicate those elements contributing to a positive one.

It’s clear that this specific UX research method draws upon the principles of Cooperrider’s and Srivastva’s appreciative inquiry model, so it was interesting to me to notice that there is intersection between my teaching practice and pedagogical learning.

Overall, AI is a powerful tool that can be employed in many pedagogical contexts to promote positive change and create more productive and engaging learning environments. With its roots in philosophy and psychology, it offers educators an unique and valuable approach for effecting positive transformation in their classrooms.

Bibliography: 

Cooperrider, D. and Srivastva, S. (1987) Appreciative Inquiry in Organizational Life Research in Organizational Change and Development. 

Cooperrider, D, Whitney, D, Stavros, J. (2008) Appreciative Inquiry Handbook. Ohio: Crown Custom Publishing.

Involve (2018) Appreciative Inquiry, Involve.org.uk. Available at: https://involve.org.uk/resources/methods/appreciative-inquiry (Accessed: 3 March 2023).

Giles, D and Kung, S (2009) Using Appreciative Inquiry to explore the professional practice of a lecturer in higher education: Moving towards life-centric practice.  

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Fostering Love in Education

Shirley Woodson “Flight With Mirror” (2014). Photographed by Tonicha Child at Detroit Institute of Arts

In our second PgCert Seminar we focused on the topic of Knowledge and Values of Teaching, we were encouraged to choose something from the unit reading list related to values and ethics and make some notes about whether you agree with it. This blog is an extension of those thoughts.  

Bell Hooks is a name that I am familiar with, but this was the first time I had read the book “All About Love” which explores the ethics, values and significance of love in both individual and collective lives. She asserts that love is more than a feeling; rather it can be an intentional choice. These same values can be applied to pedagogy as well as its educational context. 

As educators, I believe it should be our responsibility to create an atmosphere conducive to learning that promotes a sense of community and belonging. To do this effectively, we must be willing to listen and empathise with the students’ and their diverse backgrounds and experiences.  

Hooks also puts an emphasis the importance of honesty and vulnerability in relationships in her book. Teachers who demonstrate this kind of vulnerability with their students create an atmosphere of trust and openness, enabling students to share their own thoughts and feelings more comfortably. Although I’d argue that boundaries must be implemented to ensure wellbeing of both students and teachers.  

Through love and empathy, we can foster creativity, critical thought, and inclusion by elevating love above all else. Hooks’ vision that love has transformative power can guide our pedagogical practices in meaningful ways. 

Bibliography:  

hooks, b. (2000) All About Love. New York: HarperCollins 

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Embracing Ambiguity

Joan Mitchell, Untitled, 1992

In our first Seminar we were asked to read Allan Davies (2012) article “Learning outcomes and assessment criteria in art and design. What’s the recurring problem?”

This article examines the the recurring problem of assessment criteria and learning outcomes in art and design education. While assessment criteria are necessary for effective teaching and learning, they can also limit creativity and discourage experimentation. The author suggests taking an adaptive approach to assessment that takes into account each student’s unique work processes and characteristics. Ultimately, successful art and design education requires both flexibility and balance when it comes to assessment methods. 

From reading this article it highlights that as educators we must find a way to balance clear learning objectives with assessment criteria while still encouraging creativity and individuality. This made me reflect on when I was studying my Undergraduate degree and the ambiguous wording in the assessment criteria. 

Ambiguity was a theme that came up often in our Seminar that day and one of my peers said to paraphrase “Teachers, like their students must learn to love the questions, as they come to realise that there can be no final answers.” this really resonated with me as teachers, we’re often seen as experts in our field, but we’re also lifelong learners.  

I think it’s essential to be honest about our limitations and knowledge gaps, this can be humbling but also liberating. By embracing ambiguity, we are acknowledging nuance and complexity in the world around us, which allows us to appreciate its possibilities more fully – an approach which teachers should model and encourage their students to adopt. 

Bibliography: 

Biggs, J. (1999). Teaching for quality learning at university: What the student does (Vol. 33). SRHE and Open University Press. 

Brookfield, S. (2015). The skillful teacher: On technique, trust, and responsiveness in the classroom. John Wiley & Sons. 

Davies, A. (2012) Learning Outcomes And Assessment Criteria In Art And Design. What’s The Recurring Problem? – Arts And Culture. 

Freire, P. (1970). Pedagogy of the oppressed. The Continuum International Publishing Group Inc. 

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Entangled Pedagogy

Photo Credit: Jan Canty

In our first workshop we were to give a short presentation to our tutor group to introduce ourselves and share something we’ve found about pedagogy. This blog post is about the article I shared in this session and what I learnt about it. 

Ever wonder how technology and teaching intersect in the classroom? Tim Fawns’ article, “An Entangled Pedagogy,” examines this connection. He emphasizes the need to go beyond a binary view of technology and education. 

Fawns begins by outlining the traditional approach to technology in education, which was often at odds with pedagogy. Technology was either seen as either an aid to teaching or a distraction from it. He asserts this is an outdated view that fails to account for the intricate relationship between technology and teaching that exists today. 

Fawns offers an alternative framework to comprehend this relationship. He suggests that technology and pedagogy should be seen as inextricably linked, with each playing a vital role in the other’s formation. Technology is no longer just an aid for teaching; it has become part of what makes up learning and teaching itself. This intertwining allows us to devise creative, new methods of instruction which seamlessly incorporate technology into the learning experience. 

Fawns’ article was an inspiring read that challenged me to reflect on my own experiences in technology and pedagogy. This article also allowed me to reflect on the potential downsides of technology in education.  

Fawns’ article challenges us to move beyond simple dichotomies in technology education. Instead, we should strive for a complex approach that recognizes and respects the evolving relationship between technology and pedagogy. 

Fawns, T. (2020). An entangled pedagogy: Looking beyond the pedagogy–technology dichotomy. British Journal of Educational Technology, 51(6), 2113-2125. doi: 10.1111/bjet.12978

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What is Pedagogy?!

The ancient Greek paidagogos walking a child to school. Photo Credit: binfind.com

Pedagogy is a term often used in educational contexts, yet what exactly does it entail?

As I embark on this learning journey, I began by asking myself: what exactly is pedagogy? This blog post serves as my very first inquiry within the PgCert; I wanted to explore its roots, definition, and how different people view it. Moreover, I’ll attempt to speculate where pedagogy might take us in years ahead and how it may evolve over time.

The term Pedagogy comes from the Greek “paidagogia,” meaning to lead a child. It was first used in ancient Greece for teaching children; however, its scope has since been broadened to encompass all aspects of teaching and learning.

Today, pedagogy can be described as both the theory and practice in teaching. It encompasses many methods educators use to encourage learning, such as lesson planning and curriculum development.

Different people might have different definitions of pedagogy. Some academics may view pedagogy a field that studies theories and practice related to teaching and learning. Others might see pedagogy as a collection of techniques used in the classroom based on their professional practice. Students, on the other hand, may note the way they are taught, and the methods used to “master” the material.

I think technology integration will become increasingly crucial in the classroom. Teachers must be adept with various digital tools and platforms to craft engaging, interactive learning experiences. Yet it’s essential to remember that technology cannot substitute for sound educational principles.

As educators, I believe we must remain open to new ideas and approaches while being willing to adjust our practices according to changing conditions.