Category: Inclusive Practices

As a white British person, I recognise the history and ongoing impact of colonialism, racism, and systemic inequalities. I understand that my whiteness provides me with certain privileges and advantages in society, and that I have a responsibility to critically examine and challenge structures of power and oppression. 

The Shades of Noir (SoN) resources, provides an invaluable platform for students’ research and work; encouraging a greater appreciation of diversity within creative industries.

By engaging students in classroom discussions, I can encourage them to share their research findings and perspectives regarding race, identity, representation and social justice. Assigning project-based tasks that utilise the concepts explored by Shades of Noir allows students to explore topics related to diversity and inclusion while honing critical thinking abilities. Invite speakers from Shades of Noir and similar organisations as guest speakers can provide direct access to experts in their fields as well as gain new perspectives from professionals who specialise in them. Collaborative projects and field trips to relevant exhibitions or industry events provide additional incentives for students to apply their knowledge in practical settings. By including Shades of Noir research/work in our learning environment, gives the students valuable insights for future professional practice. 

“A Pedagogy of Social Justice Education: Social Identity, Theory, and Intersectionality” (pp 411-417) provided me with a thought-provoking examination of various pedagogical approaches to promoting social justice education. Hahn Tapper highlighted the significance of acknowledging social identity and its effects on students’ experiences and learning; by acknowledging and validating students’ overlapping identities such as race, gender, class or sexuality educators can create inclusive learning environments that respect all their multiple dimensions of identity simultaneously. 

The author also discussed intersectionality, which is a word we’re all getting much more familiar with in this journey. This viewpoint stresses the need to move beyond single-axis analyses of identity and consider all of its complex dimensions. 

The diagram on Page 426 contained a graphic representation of various systems of power and oppression that exist in society, showing their interconnections. This diagram served as an acute reminder of structural barriers faced by marginalised groups as well as its significance within an educational setting, and reminds me of the concept matrix of domination coined by Patricia Hill Collins (1990).

Engaging with this article and diagram has led me to reflect upon my teaching practice and consider ways that I could incorporate social justice education into my classroom. Motivating me to explore pedagogies that foster critical consciousness among my students while empowering them to challenge oppressive systems – ultimately leading to more social justice within education. 

UCU’s ‘Witness: Unconscious Bias’ video had a profound effect on me by raising awareness of unconscious biases’ influence in our daily lives. Through captivating storytelling and relatable scenarios, this video demonstrated how these biases impact perceptions and decisions without us even realising it; prompting me to critically reflect upon my own biases and assess their effect on my teaching practice and student interactions.  

By sharing personal accounts, the video highlighted the harmful impacts of unconscious bias on marginalised people, driving home the importance of creating inclusive environments in educational settings where students feel valued and heard. Watching this video gave me a strong sense of personal accountability to actively challenge my own biases. 

Applying the “Witness: Unconscious Bias” video in my teaching practice could raise awareness and address unconscious biases within my classroom. For instance, using it as a discussion starter to engage students in discussing stereotypes and their effects on learning; or use it to promote self-reflection among my pupils by inviting them to explore their own biases and consider how they might affect interactions among peers. 

Finnigan and Richards (2016) in ‘Retention and attainment in the disciplines: Art and Design’ present valuable insight into improving student retention and attainment, drawing two key lessons from this text. First, creating inclusive environments where students feel at home is integral to their success, fostering their sense of belonging while encouraging collaboration can dramatically increase retention rates. And secondly, curriculum relevance and flexibility are of the utmost importance – by aligning the curriculum to students’ needs and aspirations while leaving room for personalisation and individual exploration, engagement and motivation can increase significantly. However, the article leaves me questioning its broad applicability and practical implications across different educational contexts. Additionally, I am intrigued by any possible challenges or considerations that may arise and have since expanded my perspective by inspiring me to discover innovative methods of building community.

I read the article ‘A White Terrorist’, by Suzette Dorrielan (2017) in SoN. I found myself deeply moved by this article as it led me down a journey of reflection upon its author’s experiences and perspectives. It reminded me vividly of differences in reactions to terrorist attacks depending on race or ethnicity. As a white person, I realised my privilege of not experiencing the anxiety and fear experienced by people of colour. This article poignantly described the mental toll and preparations individuals from marginalised communities go through, anticipating an attacker and their potential consequences. It also illustrated how media representation contributes to reinforcing racist narratives, while government agencies continue to reinforce them. For me, personally It emphasises the need for understanding and empathy in breaking down racial barriers and striving toward an inclusive society. It also serves as a reminder that experiences and reactions to global events vary among individuals; encouraging me to listen, learn, and advocate for a more just and compassionate environment. 

Although I often return to this question of “how do I put these theories into practice?” but through this blogging journey I’ve come to see that there’s not just one single answer but rather multiple approaches existing simultaneously, and once foundations are laid correctly we can continue building upon (and learning) as part of the ongoing nature of this work.

References:

Collins, P. H. (1990). Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. Unwin Hyman.

Dorrielan, S (2018) ‘A White Terrorist’, Peekaboo We See You: Whiteness, Shades Of Noir. Available at: https://shadesofnoir.org.uk/journals/peekaboo-we-see-you-whiteness/ (Accessed: 19 June 2023).  

Finnigan, T. and Richards, A. (2016) Retention and attainment in the disciplines: Art and Design. Advance HE.  

Hahn Tapper, A. J. (2013) ‘A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment’, Conflict Resolution Quarterly, 30(4), pp. 411–445. doi: 10.1002/crq.21072. 

Shades of Noir (no date) Shades Of Noir, Shades Of Noir. Available at: https://shadesofnoir.org.uk/ (Accessed: 14 June 2023). 

UCU – University and College Union (2016) Witness: Unconscious Bias, YouTube. Available at: https://www.youtube.com/watch?v=Y6XDUGPoaFw (Accessed: 15 June 2023). 

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). 

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).