Monday 19th June
1. How could you apply the resources to your own teaching practice?
2. How could you integrate the research/work your students do on this subject into your teaching/professional practice?
3. Can you cite examples? You will share your thoughts within your groups and comment and share further resources you use in your own context.
N.B You are expected to engage with your blogging task groups
1. Shades of Noir (SoN) consider how you could use this resource in your practice
Shades of Noir is a fantastic, thought provoking and sometimes provocative resource, that encourages dialogue and discussion on the subject of race and diversity within higher education. I am so impressed by the breadth of information, articles and writing featured across the different resources we have delved into on this unit. It has been wonderful to be exposed to and take on board so much that I have never really thought about before especially in relation to teaching – such as my own unconscious bias. I realise just how important these learnings are – critical race theory, the importance of faith to so many Ual students, visible/invisible disabilities and their potential impact on learning. SoN has made me think about my own positionality as a white, middle aged woman with a disability and consider how to integrate all that I have learnt into my teaching practice. Awareness is a start, to consider my students intersectionality, create safe spaces for them to respectfully debate and discuss the issues that are important to them in both their work and the world at large. I hope to action my artefact as agreed with my year 1 lead on GB&I, where I will explore the current limitations of acknowledged and recognised graphic design history with the hope of decolonising the Eurocentric & American bias we often see and create a padlet of resources in collaboration with our students, which is exciting. I also plan to learn more about the Chaplaincy and how the disability service is introduced to new undergraduates so that as a member of staff I can support our students or point them to specific help when required and share SoN as a resource when teaching as an example of a more inclusive set of references and as a starting point for some interesting discussions in class.
2. Hahn Tapper (2013) ‘A pedagogy of social justice education: social identity, theory and intersectionality’, Pp. 411-417.
The text discusses social justice education as a framework that integrates social identity theory, intersectionality and experiential education, in particular inter-communal dialogue, with the idea that the institution creates an integrated programme using these three pillars as an approach to teaching, the fourth and fifth pillars of pedagogy being empowerment & responsibility education. This is based on Paulo Freire’s approach to educational ‘conflict transformation’ in both theory and practice. With the aim of resolving conflict between groups of students and that without it discord between these collectives will inevitably continue despite practitioners’ best efforts. Freire argues that this social justice education intergroup work should provide a space for students to achieve both intellectual and physical freedom. Where education is the key to enacting social justice (Freire 2006.) Freire states “It is impossible to think of education without thinking of power… the question… is not to get power, but to reinvent power” (cited in Evans, Evans, and Kennedy 1987 p226). Freire understands the role of identity in the shaping and implementation of education. I think this is fascinating. I don’t feel there is a lot of conflict in my classroom and actively encouraged equal treatment of all, using knowledge sharing as part of the educational process. However, as educators Freire asks us to remember that not everyone in the classroom is starting from the same place – this is the same thinking as the student who has to push through many doors to arrive at college, for some the doors are all open, for others they are double the weight – we must all remember this, it is one of the most important points I have learnt in this unit. Everyone is not equal or coming from a level starting field. ‘Unfortunately, he laments, most educational milieus solidify patterns of inequality, ultimately reinforcing and regenerating domination.’ As a teacher I must also consider that my social identity is as important in my role in the classroom as the studio environment we find ourselves in. This piece also poses that the ideal educational situation should exist BETWEEN the teacher and student rather than purely PASSED from one to the other. The notion of depositing information into students without any thought to their place in the world, their previous experience -or take into account their individual lived experience or social status. In Pedagogy of the Oppressed (2006), Freire explains the role that identity plays in the shaping and implementation of education. His recommendation is to encourage both students and staff to critically reflect on their personal and group identities, as we were asked to do on this unit in our positionality statements – an exercise that has made me think about my own education and life experience in a completely different way. With an aim to transform the status quo. This experimental educational experience can be supported by reading and discussions, guest speakers, field trips and interactive activities as stated in the diagram on page 426. Tutors should facilitate this rather than lead it as part of the dynamic as a shared experience. ‘Their primary goal is to have students teach one another about social identities and intergroup dynamics using critical thought. That by sharing conflict in a positively structured situation students can reevaluate their relationships with each other.’ I would love some practical examples of how I might implement this into my practice and evaluate its success with my student cohort.
3. ‘Witness Unconscious Bias’ video
In this short video Josephine Kwhali – as part of the UCU black members’ standing committee oral history project, discusses what will it take to make ‘unconscious bias’ conscious? Especially as so much work has already been done by universities and businesses, we no longer have an excuse. Unconscious bias can be used as a justification for institutional racism – of which we’ve seen many examples in the articles featured in SoN. She reminds us that institutions have made steps and taken actions for white, middle class women but less so fot working class or black, minority women. Professor Shirley Ann Tate talks about how uncomfortable white people can be when being pulled up on racist behaviour and unconscious bias. This resource is a great starting point for discussion: to show students, asking questions including at what point did you become conscious of racism? Josephine finishes by talking about her awareness from the age of 4 which reminds us all that both racism and bias are not unconscious to those affected by it directly. The report also includes examples of interventions introduced to improve the student experience and recommendations going forward.
4. ‘Retention and attainment in the disciplines: Art and Design’ Finnigan and Richards 2016
This HEA report focuses on undergraduate retention & the attainment of students from diverse backgrounds and different socio-demographic characteristics, within the discipline of Art and Design at university. As identified by Woodfield, student numbers were reported as 76% White, 2% Black British Caribbean, 2% Black British African, 2% Asian British Indian and 1% Asian British Pakistani. Along with 4% identifying as from another ethnicity and 12% not known. The overall conclusion was that Art and Design subjects were predominately populated by white students. However, within the area of disability specifically dyslexia, 11% of students are represented which is higher that the sector which is 4%. As educators we must be aware of these statistics, making sure we offer support to all our students, especially those who may be in the minority or feel marginalised by disability, The student’s conception of Art and Design pedagogy is one of co-production and co-construction based on the idea of experimental, project based learning. ‘Students see themselves as the experts in their practice and look to lecturers for feedback to extend or strengthen their work.’ This reflects what I see as a tutor on GB&I where student numbers currently allow us the time and space for individual tutorials and the opportunity for compassionate pedagogy, there is a concern that increasing student numbers and the opportunity to learn individually, will become increasingly challenging. ‘Students in their first year of study are constantly looking for certainty and reassurance, while staff are encouraging ambiguity and risk taking and expecting a tacit knowledge of how the subject is delivered. They rely on their tutors for guidance and for evaluation of the quality of their work.’ These relationships are incredibly important, as are diverse staff from different racial and ethnic backgrounds that reflect & relate to our ever-growing diverse student population. There is the hope that as part of this, students have the opportunity to explore their identity as part of their work, but I think from all I have learnt on this unit, I will be more aware to highlight this and make sure our students consider white privilege and their positionality when creating brand personas and diverse audience profiles for their branding projects. ‘Art education has generally been conservative, repetitive and exclusive. Art education theorists have even described art education as Eurocentric, racist and imperialist and have called for curriculum reform and social change. (Hatton 2015, p. 3.)’ I am also aware of the importance of continual staff development, such as the unit we are just completing – allowing us the time and space to reflect on ourselves as academics and our individual creative practices. This learning and growth gives us the opportunity to transform our own teaching practice, with a hope to create cultural currency to benefit both students and teachers. By creating fairer spaces for disadvantaged students and a community open to inclusive discussion and debate, with a hope that these creative interventions will spread across our institutes leading to embedded change. I am reminded of our tutor telling us ‘We are the ripples that can create the wave.’
5. SoN Terms of Reference around Race. ‘Peekaboo We See You: Whiteness’ ‘White Academia: Does this affect you?’ Asha Richards Founder of Shades of Noir. 2018
Shades of Noir documents the discourse between people with the aim to support understanding and acknowledge difference. This text is an interview with a senior academic and Shades of Noir, looking at diversity and social justice within a higher education context. An honest conversation takes place with the hope to aid further discussion in support of change. The academic is asked ‘have you got a diverse pool of friends outside work?’ these questions are uncomfortable because they make us think about issues we may never have considered – as a white woman this article hits me with the realisation that I am not as an unaffected by prejudice as I would hope to be. It reminds me of watching ‘Deconstructing White Privilege’ with Dr Robin D Angelo, explaining it in relation to the ‘Pillars under the dock’. Her description made me think about my life and the lack of diversity in which I grew up without ever thinking about it. Ideas such as how we think of ‘good’ schools being in a ‘good’ area which could imply without other race – this reality is horrifying. The academic is asked about her teaching team who are mostly white middle-class then religion & intersections ‘race, ethnicity and whiteness’ – in terms of students needs and experience. She is asked if she knows her students. As a senior academic she is not often face to face. I get to know my students well because our course numbers are not too high, I talk to them a lot and many share personal information such as their family situation, caring for unwell relatives, juggling multiple jobs etc. I try to check in with them on a regular basis as I feel we need to be there to offer emotional support/pastoral care alongside developing their creative practice. They are young and may be experiencing life away from home for the first time. The interviewee is asked about diversity & social justice. ‘Diversity I believe means difference, different races, genders, religions, politics, sexuality… oh and I think ages too. Social justice is making changes to support equality of the differences that may not be being treated equally or rightly.’ The interviewee speaks of the importance of diversity and social practice in a politically correct, textbook answer but is called out by SoN for the lack of diversity in her friends and her teaching team, she is asked ‘how do you personally support meaningful change?’ She speaks of encouraging diversity in recruitment panels, reading lists and by engaging in discussions with colleagues and directing them to SoN as a resource. As she isn’t face to face with students, she suggests setting up lunches with groups to address this. It’s a great idea, I attended Kene Igweonu the Pro Vice-Chancellor & Head of London College of Communication 3–in–3 lunches where various staff members from all levels were invited to knowledge share as a ‘Community of Practice’ to exchange ideas & help build a learning culture. I would like to do something similar with my own cohort of students. Even trips and time spend on journeys I have found allow individuals to share their experiences in a different way from in the classroom. Doing the PgCert has also allowed me to spend time with staff and students from different communities, courses and Ual bases which has been fascinating. I’ve learnt a huge amount from all of this, which will inform my teaching practice going forward. I also created a series of workshops this year for GB&I based on the 5 Ual Learning Outcomes, with the specific aim of supporting our BAME students to reduce the attainment gap. These have been successful with students saying it gave them a clearer understanding of what was required for the submission of their course projects. Finally, the senior academic is also asked why she doesn’t attend UAL meetings about attainment & inclusion, she explains that is through fear – fear of saying the wrong thing and feeling that her voice is not important in this issue. This piece highlights that prejudice affects everyone. you have to be part of the conversation and at least try. This conversation for her, the cognitive dissonance and me reading it is a first step to accountability – none of us are perfect think about ‘white guilt.’ I would like to read the 18-month interview after this meeting – what changes has this person implemented reflecting this newfound insight. Her realisation and my own require action.
6. ‘Room of Silence’ film by Rhode Island School of Design (Extended Activity)
This fascinating video documents students’ feelings about race in relation to their experience of studying at Rhode Island School of Design.All of them communicated feelings of loneliness, being different, confusion about race and disassociation yet their feelings weren’t acknowledged by the university. Other staff & students didn’t know how to address their work or not be offensive especially when it was very personal. The ‘Room of silence’ describes what students experienced when making work that reflected their identity, in a crit when others felt uncomfortable about this, they didn’t want to talk about it, creating a ‘Room of silence.’ The students interviewed experienced a genuine lack of understanding, the film is both uncomfortable to watch and sad. It was made in 2016 – I wonder if things have improved in 2023? With critical race theory more openly discussed and the issues George Floyds brought to the surface? I feel there is now more diversity in the classroom, but the uncomfortableness is still here. One participant asks, ‘if no one wants to say something, how do you get feedback?’ The students wanted this, but it wasn’t easily given, when it’s about race – colleagues didn’t want to talk, due to the fear of being racist in a critique, it’s a difficult balance. when you make art about race. I must be aware of this in crit situations with my students, create an open space for debate where everyone feels safe. Some participants in the film were even warned by tutors not to work on specific issues because they were too controversial. An interviewee talks about her experience – when people are exposed to European art there is a whole history, but African art was not put into context, the whole continent was grouped together. The student called out her tutor asking her to ‘check your white privilege’ – finally she understood. The ‘crit’ can be an intimidating experience for students, although it is a formative opportunity for them to gain feedback on their work. It should be seen as a process where the community supports the individual to create their work. There is a lack of critical framework where problematic pieces of work are analysed in a group setting, The film participant said she didn’t think responsible analysis, criticism & discussion on issues of identity and so forth should be something you are able to opt out of. Students are taught how to talk about their work, be responsible – critiquing the crit should be part of the process such as talking about privilege when the student doesn’t even realise they are from a place of privilege. In a predominantly white space ‘We pay for the same experience, yet some are getting a different, lesser experience because of race’. Sad. The film also mentions affirmative action – students given a place due to race. The feeling of being a number, that your country was checked off a list so that the university could confirm how diverse we are. This can also have a phycological affect, where colleagues often don’t understand. I felt sad and angry for the students, they were rightly very frustrated. It is an ongoing journey but this film highlights that we need to address these issues in the proper manner as teaching staff at Ual.
References
Tapper, A. J. H (2013) Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment. Conflict Resolution Quarterly, vol. 30, no. 4, pp. 411-445.
UCU (2016) Witness: Unconscious Bias. Available at: https://www.youtube.com/watch?v=Y6XDUGPoaFw
Finnigan, T. Richards, A. (2016) Retention and attainment in the disciplines: Art and Design. Available at: https://www.advance-he.ac.uk/knowledge-hub/retention-and-attainment-disciplines-art-and-design
Richards, A. (2018) Shades of Noir: Peekaboo, We See You – Whiteness. White Academia: Does this affect you? Pp. 26-31. Available at: https://issuu.com/shadesofnoir/docs/peekaboo_we_see_you_whiteness
Friere, P. (2006) Pedagogy of the Oppressed. London: Penguin Classics
Tate, S.A. (2018) Whiteliness and institutional racism: Hiding behind unconscious bias. Available at: https://www.youtube.com/watch?v=lur3hjEHCsE
Smyth, J. (2011) Critical pedagogy for social justice. New York. Continuum.
Burke, P. J. McManus, J. (2011) Art for a few: Exclusions and misrecognitions in higher education admissions practices, Discourse: Studies in the Cultural Politics of Education, pp.699-712.
‘The Room of Silence, is a short documentary about race, identity and marginalisation at the Rhode Island School of Design. Based on interviews conducted by myself and the campus organisation Black Artists and Designers, this film contains well under a third of the stories we collected in March 2016, and an unknown fraction of the stories belonging to students we didn’t have a chance to meet with.’ Sherrid, E. (2016) The Room of Silence. Available at: https://vimeo.com/161259012