Workshop 1: Reflections

Unit 1: Theories, Policies and Practices Unit.

On the first day of the PgCert I arrived aptly an early bird, enthusiastically helping to move chairs and tables around the classroom into groups of 5, curious to become a student again. Having name labelled on sticky paper, found a seat and settled in, we more formally introduced ourselves to the group by selecting a postcard from a pile on the table taking it in turns to share; our names and pronouns. What and where we teach. And Which card we picked and what we liked about it? I thought this was a really fun ice breaker introduction technique, getting students to engage with one another as well as new visual content, and both getting students ready for what they are about to learn from both peers and tutors.

Our table get to work and start to discuss the question that was residing quietly on the screen behind us; “What does equal participation look like in a classroom?” We were introduced to a ball of string per table, and each time we spoke, we would take the ball of string, wrapping it around our finger or pen and passing it on to the next speaker. It was apparent that each student on our table held multiple strings within the frame that defined a network shaped like a star – mapping our back and forth conversation’s amongst the table.

It was an incredibly helpful exercise, as we spoke in our groups I found I had responded through a visual awareness to the patterns of communication at play, offering non-verbal reminders to actively listen to each other’s diverse views, to face considerations about timing, calculate how long we had participated for, or whether to break conversations up or move conversations on, to quickly examine what my own participatory values were and what I could actively contribute and offer into the group, noting a consciousness to pass over, to be inclusive of others, one example was a reminder in recapping for latecomers.

This form cemented for me visually that each person involved should have access to the same resources, instruction’s and opportunities in order to be able to participate fully. And that the need for students to feel connected, engaged, and a part of what is introduced within the classroom no matter how long or short, big or small their contribution is – is crucial to equality within the learning environment.

What was created was a web, a form that looked to me rather like the star of David. Amidst the work and the wider group discussions to think about what embeds equality of participation, was a peer participation mention of delivering a debate surrounding the Israel/Palestine conflict relating to the challenges of belonging, diversity and inclusion. I believe the question was;

How can universities equip and support their academics in creating an open and respectful environment without negative consequences?

I had anticipated the subject may arise in this space at some point and personally became very conscious being a Jewish student myself entering the academic environment. I couldn’t help but make connections between university as a place of learning, debate, exploration of ideas and expressions of views in attempting to balance respectful views with questioning cultures of inclusivity in an environment whereby the principle is often encouraged but not always applied. I wonder about the possible ways in which antisemitism may be occurring in university environments, and in particular amongst the Fine Arts disciplines like my own in particular whereby the values of working often encourage vulnerability, self- individual expression and emotively driven practice. The potential for negative consequences in students/or staff to feel alienation, hostilities in experiencing a lack of connection, belonging and engagement, might be through lack of nuance or complexity around the conflict and its impact in classrooms, or the simplistic narratives which play out often which may enable antisemitic activities and thus affect equal participation greatly.

I write this amidst the ‘largest rise in reported incidents of antisemitism on campus across institutions in the UK ‘(Understanding Jewish Experience in Higher Education, parliamentary taskforce on antisemitism in higher education), whereby Jewish staff and students may not feel they can be open or honest about their very varied views for fear of backlash.

I recognise I was reluctant to contribute verbally towards this topics discussion in order to feel less uncomfortable and to avoid discussion pitfalls, and imagine that many students and staff may well adjust their own levels of participation because of it. I wanted to offer an alternative framing to their question: What could be done to create an inclusive environment on campuses and in classroom environments to reassure students, and create a safe environment which is robust and equipped in tackling anti-Jewish racism and Islamophobia in order for equal participation (inclusion, connection and a place of belonging) to happen?

This is no surprise that the thought may arise for me as a contensious topic within higher education setting, having lately experienced as a tutor recently, being witness to another tutor/member of staff openly displaying and propagating their personal views in the campus and classrooms by waring badges highlighting the Palestinian flag over a map of Israel whilst teaching. My personal experience was that it felt, discrimatory, antisemitic and not solely critical of Israel. I thought about possible effects of this on the young, impressionable community on Arts foundation, but also the challenges this may present to Jewish students in particular of whom this tutor may even be a Tutor of, and how that lack of safety undermines fundamental freedoms, which may deeply impact individuals learning and ability to thrive in an educational environment where self expression is key.

I would love to feel equipped to deal with issues of racism, antisemitism, Islamaphobia confidently should they arise as a student and a tutor, and think it is important to see a bigger resource given to consolidate this.

Intercultural Communication Training:

We were introduced by both Tim and John to ideas of Intercultural communication Training and the different styles of communication which operate through cultural dynamics, often tacitly.

I found really interesting thinking about the various methods within the educational setting with which I can try to foster and support creativity developing in a socio-cultural context. At CCW we have a hugely diverse socio- cultural framework and am often faced with considering appropriate solutions to evolve my own practice in regards to their; cognitive, social, motivational and cultural scaffolding that will help to get the most out of students development.  

Turn Taking – Demonstrated by the string activity – open discussions so that anyone can say something. Which is culturally dominant in western democratic cultures.

Popcorn- being a method which is more impulsive, speaking over the top of one another as a cultural style.

Goldfish bowl-  group of students grouping together for a discussion – journey of the conversation has its own shape and form.

Open silences-  Silence offering deeper, broader listening nd Offering opportunities to sit without distraction, can be helpful for absorbing content and remembering it, space to think about additional questions or enquiry.

There were interesting open questions regarding what is being excluded from academic practice? How things have been framed, perhaps as troubling or challenging?

Opportunities for texts on ethics, where there are devises that can be used to operate as a negotiated space- around truth and ethics.

That in fact being Invested, anxious or angry can have a lively purpose to discuss and engage with subjects which are quite difficult. Where there are ambiguous. Complicated spaces in the academic world.

Speaker speaking to a group-  What does it mean to be a Tutor at the front of the class? What are the power dynamics at play/ To be a peer or a learner?

Here on the PgCert there are 2 roles, we are both acting as students and as teachers, teachers also learning from peers, so that we know what it feels like to be both.

Professional ethics- whole group as an equal responsibility in the group management as qa tangible method.

I was interested to hear that others too find it less comfortable in open groups, due to the working numbers, time configurations and dynamics of the group.

Social Scaffolding- An instructional practice where a teacher gradually removes guidance and support as students learn and become more competent.

What is Independent study?

Scaffold meaning to build, script, share an idea. How do you arrive somewhere at something? What will you bring to it? What are we capable of? This applies perhaps to students whom may have a lack of confidence or expertise perhaps. To bring work out into the world. Fear or confidence, bringing with it emotional Reponses towards reading and making etc.

Ethics Issues. How much capacity do we have to be ethical? Students brining their own self to the work particularly in Art Schools is vulnerable, exposing and open in ways that some academic subjects may not be.

This exercise ended with open questions; What was it like to listen and not speak? To be the speaker? To be anxious speaking?

References that may be interesting to follow up:

Belle Hooks –affective pedagogy. Introducing ourselves to each other and what we make of ourselves.

Palo Ferveseu- pedagogy of the oppressed.

Marian Frances – Mixed Forms (Mixed heritage positionality- equality- the hybrid raises complicated questions for Arts Diciplins).

What does social justice mean in the classroom- practice research paper. Differences between verbal and non verbal in talking.