by Ben Hirt
Shades Of Noir | Resource
Under Shades of Noir; Programmes; Curriculum Design, I discovered resources on Creating Safe Spaces In The Creative Higher Education.
This brief but effective resource provides a guideline and framework in setting up a safe space during lectures and in classrooms. Inclusive Language caught my attention, as it states that terminology and its accurate use is crucial when communicating. Especially in consideration of students and their intersectional identities. As students are mainly operating in large cohorts, rotations but also group work during the Production Principles Unit in Block 1 of the BA Animation Program at LCC, the ever-so changing terminology regarding intersectionality and identity can be used a a prompt and starting point for the final project of the Unit: Out of Your Head. To simplify and possibly make this task more accessible, an initial discussion with tutors in class and in person would be useful. A potential collaboration with a local organisation adding more expertise and insight into the conversation could help guide students and staff along the way.
The University of Surrey provides an interesting and comprehensive Inclusive Language Guide that could be used as an initial resource for both, tutors and students to assist conversations.
We believe that continued time for face to face time to discuss, reflect and share practice is essential and the most effective way to develop a practice that is meaningful.
https://shadesofnoir.org.uk/programmes/curriculum-design/
A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment
Within all practical Units of Year 1 in the BA Animation Course at LCC, students are highly encouraged to not only specify but also customise projects according to their own principles and views. In fact, all of the Units and classes rely on the active participation and input of students, driving not only the classes assignments but also conversations held. As tutors are responsible for creating a general framework as a starting point, students are handed autonomy early on, providing them with an opportunity to have their personal voices heard.
The following quote out of the article: A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment truly resonated with our teaching philosophy of our course in Year 1:
Teachers and facilitators are understood to be guiding, rather than leading, students through this process, assisting in steering the experience while not actually piloting it in a top-down, dictatorial manner, always using and reinforcing academic methods of critical thinking along the way.
A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment
All tutors are simply guiding and facilitating conversations, ideally customising conversations and tailoring content to the individual as much as possible. However, time, resources- and budget constraints as well as large student numbers are often the larger challenge to overcome, when trying to implement a more customised approach.
More often than not, it is therefor necessary to have students work in teams or groups, due to the constraints of resources. Groups often form organically, with students teaming up amongst each other, rather than us influence their decision making. As this has proven beneficial in the past, the article did raise an interesting question of unconcious biases in relation to group dynamics and alignments; By allowing students to form their own groups, there is no premeditated opportunity to collaborate with students of different backgrounds (to their own). As the quote below states quite well, negative biases and stereotypes can best be deconstructed through personal, meaningful and respectful interaction.
If people are able to deconstruct and even eliminate these negative stereotypes, the conflict between them can be resolved.
A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment
One question that remains and seems more challenging to possibly answer: How could group assignments/ team work within a Unit and class be framed as engaging and active, without (unintentionally) introducing a false sense of competition. As team work and project outcomes are in juxtaposition to all work created in class, comparisons amongst teams are unavoidable.
Pedagogy of Social Justice Education
• Responsibility and empowerment
• Experiential education (text study, guest speakers, field trips, interactive activities)
• Freirean notions of social justice
• An examination of individual and group identities (social identity theory)
• Intersectionality
Retention and attainment in the disciplines: Art and Design
Reading the report and article: Retention and attainment in the disciplines: Art and Design I was surprise to find out that Art and Design is amongst the highest rated disciplines resulting in non-awards when students leave programs. According to the report, statistics reveal white students (6%) and Black student groups (Black British Caribbean 9%, Black or Black British African 13%, other Black backgrounds 10%) leaving without a degree.
In the article, the conversation turns back to the lack of resources in both staff as well as infrastructure, resulting in group work due to large student numbers. An individualistic and more customised approach is not feasible, as student consolidation is necessary to accommodate a majority, as the following quote states:
However, with increasing group sizes, and the increase in diversity within Art and Design studio spaces, providing feedback at an individual level for learning becomes increasingly challenging. The ‘atelier’ method of working, which includes the “watch me and learn from me”, or the “sitting next to Nellie” approach (Swann 1986, p. 18) is no longer feasible.
Retention and attainment in the disciplines: Art and Design
As the report states further, this leave students in an effective (pedagogic) void, resulting in low scores in the National Student Survey (NSS). The student experience (on an individual basis) is not effectively being supported or accommodated. This effectively leads to both, low retainment and attainment numbers in return.
Assessment and critiques are another subject of contention, addressed in the study. As large student numbers and cohorts often leave no choice but to engage in group critiques, a multitude of issues arise that can be rather problematic. Amongst them social anxiety and extreme shyness (to name a few) can provide an unsurmountable obstacle to a student, effectively rendering them inactive. A lack of trust and familiarity wishing groups but the smaller- and larger student body provides yet another void; In order to counter act and balance this void, critiques and feedback would have to be given in smaller groups or on an individual basis, fostering a sense of trust. However, this sense of trust can only (and organically) be formed through positive engagement and in-person interactions. Once established, it does have to be maintained in order to sustain itself. Both, students and tutors play an active role in potentially accommodating and caring for such a space.
The following and most important point that struck me out of the article: Retention and attainment in the disciplines: Art and Design was the following:
the importance of students having a strong sense of belonging in HE which is the result of engagement and this is most effectively nurtured through mainstream activities with an overt academic purpose that all students participate in.
Retention and attainment in the disciplines: Art and Design
In our BA Animation course and Year 1, students often feel like a number rather than being perceived as individual human beings. Due to large numbers and cohorts, lack of resources and space as well as opportunities to congregate and socialise, there can be a sense of anonymity in association with a student body.
Building a sense of community and collective that feels tangible and reliable is therefor absolutely crucial. Social networks and interaction (in person) plays therefor an integral role in student’s educational experience. More often than not, a student will not participate and disappear off the map when not feeling a sense of belonging. The sense of belonging has often little to do with course work or unit assignments, but rather social environments and opportunities. This raises the question of resources and their implementation and distribution; A simple but effective example a communal areas for cohorts to congregate and socialise, within- or outside of an academic context. Physical spaces where cohorts and students could congregate and remain for the duration of the entire academic year could greatly contribute to retention and attainment. Past experiments in our Year 1 (P!nkFlea) have shown, that social venues often are used as a platform for knowledge exchange. Students teach themselves and others, become aware of one another and assist where need be. It not only fosters a sense of community and belonging, but also extracurricular support.
White Academia: Does This Affect You?
Reading through this article and interview, I had a deep appreciation for both, the interviewer and the interviewee. The space, framework and context the interview was held in felt save and obviously relevant. It provided a unique method of “eavesdropping” into a conversation with permission to do so. It provided a rare insight into (what appears from the interview) the white academic staff member (and line manager?).
From the start, it was clear that the interviewee remained anonymous, which not only made sense but also provided the necessary protection in order to have an open and honest conversation. This played the groundwork for trust. Trust seemed to be a through line and integral element during the interview. The interviewer stated on several occasions, that there will be no judgment or repercussions of any sort. In my opinion, it truly began to establish a relationship (right before lunch) of two human beings that did not know each other well beforehand yet are working for the same institution.
Right before lunch and the interview concluding the interview, a last questions form the interviewer triggered a more honest (and lengthy) response. The white academic member of staff admitted, that they generally avoid any organised venues discussing race. Reason being: They don’t feel comfortable participating, as they have little to add or say due to the lack of experience. The white academic member of staff stated, that they are neither black nor female. However, the interviewer did admit that having now participated in the interview felt like a first step and a beginning.
A first step, initial contact or beginning (the ending of the interview) felt the most relevant to me. As with any relationship, it takes time to establish trust. Even if nothing can be contributed in experience, questions can be asked. Asking questions not only shows active engagement, but also begins to built knowledge and experiences. Engaging in any sensitive topic or subject matter ideally happens through questions, rather than statements. It then requires the mutual respect and trust of all parties involved to openly and honestly have a discussion around this sensitive topic, in order to not only clarify but mostly calibrate the conversation.
In Year 1, I’m engaging with all students on a personal level during personal tutorials. More often than not, issues of personal health (mental- or physical) are the topic of conversation. Students often struggle with issues outside of an academic context, imposed on them from the “outside world”. Reading this article and interview, I have began to think about facilitating conversation around inclusiveness and race in Year 1 during our socialiser (P!nkFlea). The article made me realise that there is currently little resources allocated in Year 1 to have more personal conversations around inclusiveness and race. Ideally, I’d love to have students interview students or staff in a similar setup: Possibly anonymous but building trust and reinforcing positive experiences and relationships.
Race: A socially constructed system of classification of the human population into distinct, unequal, discontinuous groups, base, from the 17th century onwards, on physical features and ancestry. Though the concept existed long before this time, in many different forms, it was use by European scholars, scientists, merchants and nobility to legitimise and justify their genocide and dispossession of the peoples of America and enslavement of sub-Saharan Africans
https://issuu.com/shadesofnoir/docs/peekaboo_we_see_you_whiteness
One reply on “Blog Task 3: Race”
Your comment on social environments helping to form a sense of belonging and the sentence : “A simple but effective example a communal area for cohorts to congregate and socialise, within- or outside of an academic context.”, made me think about the role of studios. On the BA in Fine Art this is the space we encourage socialising to take place but as you highlight there are dynamics and unconscious biases that take hold. It’s made me rethink the role I have as a studio tutor to support the socialising and agreement of how the space is used. Many of our students do not come in and if this continues all sense of belonging and feeling anchored in the programme fades. However your entry makes me realise that this is something that happens both inside and outside of the studio and a sense of belonging can be encouraged by other means.