As I develop my Action Research Project (ARP) on structuring interventions in initial tutorials to foster belonging and inclusion (especially within generic Teams meetings), I find Diana Kwon’s article on citational justice deeply thought-provoking. The reading has challenged me to integrate social research and feminist frameworks into my project, particularly through the ethical dimensions of citation. This process has helped me make sense of how inclusivity and belonging extend beyond the initial tutorial spaces I am looking at and into the bigger picture, and wider realm of academic practices.
Citational Justice: Key Takeaways for My ARP
Kwon’s article highlights the concept of citational justice as a response to inequities in citation practices. Citations, as she explains, go beyond acknowledgments—they shape academic careers, access to opportunities, and the visibility of ideas. The article connects directly to my research project, as fostering belonging within tutorials parallels the inclusive ethos of citational justice: valuing and representing diverse voices.
Kwon discusses how systemic biases in citation metrics—such as favouring privileged groups—undermine marginalized scholars. Initiatives like Christen Smith’s Cite Black Women movement encourage academic practices that promote equity and diversity in citations, offering tools to assess the gender and racial representation of references. This push for more inclusive citation practices inspires me to think much more critically about the voices and variety of academic references that I introduce to my students. By doing so, I hope to ensure students feel their own perspectives are valued within the academic and creative space.
My Personal Experience in Fine Art Tutorials
In my teaching practice, I have always sought to extend references that challenge students to think critically about inclusivity and representation so as to broaden the conversations and personal connections. Within Fine Art tutorials, I consistently encourage students to become aware of “more equal gender ratios” and to engage with resources that reflect diverse perspectives that might be eye opening or aid that students development within their practice. For example, I’ve incorporated guidance from Kwon’s article, such as reviewing references for inclusivity and citation diversity. Keeping up these practices aims to increase awareness of these issues and spark dialogue about how students can actively contribute to making academia in fine art practice more more personal, diverse and equitable.
One of the goals in my tutorials (perhaps in particular the more academic tutorials going forward) is for students to understand the importance of being persistantly exposed to and crediting diverse voices. By doing so, they will begin to realize that their own voices also matter. Citational justice emphasizes the need to actively include and value diverse voices in academic work, which, in turn, creates a more representative and equitable space for all scholars. This approach certainly aligns with my efforts to foster a sense of belonging and inclusion in my tutorials over the long term, where students’ creative and intellectual contributions are valued and recognized.
Drawing Parallels Between Citational Justice and Tutorial Practices
In both academic work and tutorials, practices can either include or exclude. Initial pastoral tutorials, much like citation practices, tend to start by setting the tone for inclusion. My thoughs are that by integrating structured yet flexible methods like Photovoice, Metaphorical Self-Portraits, and Stuckness Drawings, I can aim to provide students with multiple ways to start the academic year by expressing themselves. These activities I hope will parallel citational justice by offering a range of platforms for students to feel “seen” and “heard.”
Through these creative ABAR approaches, I also aim to learn from my students too—uncovering unique insights into their experiences and the voices, refrences and subjects that resonate with them. This mirrors how inclusive citation practices intentionally engage with underrepresented perspectives to enrich academic discourse. Just as citational justice promotes fair representation, my tutorials seek to affirm each student’s identity and creative potential, fostering an inclusive learning environment from the start.
Questions for Reflection
As I adjust my approach, I’m considering several questions inspired by citational justice:
How can tutorials better balance inclusivity and individuality?
Could allowing students to choose from a wider range of icebreakers or activities enhance their comfort and engagement?
How can I measure the impact of these interventions?
Citational justice uses metrics to track diversity in citations. Could similar tools, such as surveys or reflections, document changes in students’ sense of belonging?
What role does feedback play in improving tutorial structures?
If citational justice evolves through iterative feedback. Might a reflection process for students after each tutorial provide valuable insights for adaptation?
Building Inclusive and Belonging-Oriented Tutorials
Kwon’s article has illuminated how inclusive practices in academic citation reflect broader values of representation and equity. This understanding resonates strongly with my efforts to create belonging-oriented tutorials that serve students going forward in their education longer term. By providing students with varied, reflective methods to explore their identities and those of others, I hope to foster an environment where they feel included, respected, and supported.
Ultimately, the principles of citational justice guide me to approach both the pastoral, and academic tutorials not only as opportunities to impart knowledge but as spaces for belonging. By recognizing and valuing each student’s unique contributions, I aim to ensure their voices matter—both in the tutorial setting and in their wider academic journey.
Bibliography
Ahmed, S. (2017) Living a Feminist Life. Durham: Duke University Press. Available at: https://doi.org/10.1215/9780822373377
Converse, J.M. and Presser, S. (2011) Questionnaire Design: Theory and Best Practices. Chicago: University of Chicago Press. Available: https://press.uchicago.edu/ucp/books/book/chicago/Q/bo3622079.html
Kwon, D. (2022) ‘The push for citational justice in science’, Nature, 610(1), pp. 123-125. Available at: https://www.nature.com/articles/d41586-022-03049-0
Smith, C. (2018) Cite Black Women: A Movement for Citational Justice. Available at: https://www.citeblackwomencollective.org
Templin, C. (2020) ‘The Importance of Citation in Feminist Research’, Feminist Research Blog. Available at: https://feministresearch.org/the-importance-of-citation-in-feminist-research/