BLOG POST#3 RACE

Posted on 19th June 2024 by Georgina Goodman

WHITE PRIVILEGE – A REFLECTION ON CLACTON-ON-SEA

I live right next to the sea; I look out of my window, feeling incredibly fortunate to own my little wooden beach house, it’s a remote, quiet community.  It is also within five miles of one of the most deprived areas in the UK, Jaywick Sands Essex, the catchment area of Clacton-on Sea.  When I moved here a year ago, I choose this area as it was affordable, accessible to London but still felt isolated, I did not consider the political and social isolation I would now feel living here.  I saw the beautiful countryside, not the St. George’s flags, and did not consider government labour data that economic inactivity in Clacton was 46.8%, more than twice the 21.7% UK average.   In hindsight I did not have to think about whether this was a ‘safe’ place for me, I now recognise I was afforded the privilege of ‘feeling safe’ as a white person.  In this sense White Privilege as described through the lens of Peggy McIntosh’s ground-breaking essay “White Privilege: Unpacking the Invisible Knapsack.” Originally published in 1989 and extracted here in 2009 (PDF). I experienced the privilege of not being marginalised by my race; could choose to live in a deprived area within my economic resource without any fear because I am white.  As Frances E. Kendall, author of Diversity in the Classroom and Understanding White Privilege: Creating Pathways to Authentic Relationships Across Race, gives an encompassing definition of the feeling of White Privilege: “having greater access to power and resources than people of colour [in the same situation] do.” (Collins, 2018)

‘White privilege is the unquestioned and unearned set of advantages; entitlements benefits and choices bestowed on people solely because they are white. Generally white people who experience such privilege do so without being conscious of it.’  Peggy McIntosh 1989

As we prepare for the general election on 4th July it is impossible to escape the feeling of an oppressive force arriving on my doorstep in a ‘white male shiny suited form’.  The Manifesto put forward by the Reform Party and leader Nigel Farage is deeply troubling and by voicing extracts of the party manifesto on Clacton Pier last week it has highlighted a divide in my community, sky blue posters in widows appearing daily.  Worrying Clacton may become a Reform UK seat and Farage be given voice within the parliamentary system. To paraphrase one comment made two weeks ago on BBC Breakfast News Farage states that one major money saving exercise would be to: ‘for a start scrap all Diversity training in the NHS completely’.  In a recent article in The Telegraph, (Penna, 2024) , it was within education that the manifesto outlined a predominantly dangerous and harmful list of threats/promises should they be governing this country:

  • Scrap student loan interest –  OBVIOUSLY GOOD!
  • Ban teaching gender ideology and critical race theory
  • Introduce political bias or cancel culture fines for universities
  • Tax relief for private schools
  • Introduction of Home Economics
  • Double pupil referral units
  • Make school curriculum more ‘patriotic’

While it is unlikely at this point that we will be governed by Reform UK, we never thought Brexit would be a reality or Trump be US president.  There is increasing support for the right-wing populist, driven by white supremacy support for the Reform UK in the polls;  I speculate on a government that would outlaw the teaching of Critical Race Theory and would ban the teaching of gender ideology.   

Although the foundational education system is far from dismantled or non-biased, according to a UCL study, 46% of UK schools do not have a teacher from an ethnic minority background.  So education is really brushing the surface, but planting black history, (Black History Month) and CRT within the curriculum, albeit within the government guidelines for school political impartiality (Option I ) for teachers ‘not to share views which go beyond the basic shared principle that racism is unacceptable’.  Schools are allowed to work with independent organization, who share information, workshops for wider discussion, like The Black Curriculum (TBC), who conducted the first ever public consultation on the Model History Curriculum. This was discussed in 2024 at a roundtable in Parliament with the Working Group. The concept of open discussion and learning through lived experience is seen as a powerful tool of change. The power of  experiential learning is witnessed in the film ‘What is Privilege?,

WHAT IS PRIVILEGE 2015

 demonstrated through positionality questions to a group of young adults, and using the teaching activity of The Privilege Walk, we witness deep emotional response and awareness; it is the black, queer, female student that ends in the last position.  Engagement and discussion being a first step towards dismantling systemic racism and shining a light on the concept of ‘white privilege’.  We see a glimmer of this in this 2020 Channel 4 documentary extract: The School That Tried to End Racism, this was the first UK trial of a US initiative aimed at educating pupils in unconscious racial bias.  While it was hailed as a great success, it was not implemented through a policy or systemic change it was a three-week test in one school filmed for a television documentary.  We see the 24 year 7 pupils from Glenthorne high school in south London, as they take up positions in a running race according to how they respond to certain questions. “Take a step forward if you’ve never been asked where you come from.” “Step back if you have ever worried about stop and search”. “Step forward if you’ve never been the only person your colour in a room”. It feels very uncomfortably for all the children. Half-white, half-Sri Lankan Farrah doesn’t immediately get the point. “Farrah,” explains Mahkai quietly, gesturing towards the back half of the field, “None of us are white.” The lasting impressions is encapsulated by one boy “Feels like,” Bright explains, “a very racist sports day.”

As a thought, under a government that banned the teaching of CRT and by making educational curriculum ‘patriotic’ the concept of Anglo normative practices being challenged in education as we actively follow at UAL through providing Language support, Anti-racism strategy, Equality, Diversity and Inclusion training and awareness, etc. This inclusive environment would be discouraged, and the academic system would be not value linguistic and cultural diversity.  (Linguistic inequality within my own teaching practise is explored in my teaching intervention). While I speculate on the extremities of the worst-case scenario, I also draw on the roots of Critical Race Theory, that it would take a massive shift, a complete dismantling of the systems that created racism, a breakdown of ‘the system’ a revolution to forge change.  This change happening slowly through embedding into systems the academic thinking of CRT to challenge “equity,” “social justice,” “diversity and inclusion” and “culturally responsive teaching.”  In a article in New York Post CRT academic  Christopher F. Rufo  states ’No longer simply an academic matter, critical race theory has become a tool of political power’ (Rufo, 2021). I conclude, on a personal note, through enquiry, discussion, active engagement and reflection, it is crucial to first understand and recognise white privilege

UPDATED: 5th July 2024 – SHOCK HORROR!!! Clacton-on-Sea voted and 21,000 people in this area sided with Reform UK….Words fail me!

References:

As/Is (2015). What Is Privilege? YouTube. Available at: https://www.youtube.com/watch?v=hD5f8GuNuGQ [Accessed 15 Jun. 2024].

Ashe, S. (2021). SHF RACE REPORT 40 years of tackling racial inequality in Britain. [online] Available at: https://www.stuarthallfoundation.org/wp-content/uploads/2021/01/SHF-Race-Report-2021.pdf [Accessed 20 Jun. 2024].

BBC News (2024). General election 2024 poll tracker: How do the parties compare? BBC News. [online] Available at: https://www.bbc.co.uk/news/uk-politics-68079726 [Accessed 20 Jun. 2024].

Campbell, A. (2020). Black History Month: What is it and why does it matter? BBC News. [online] 21 Oct. Available at: https://www.bbc.co.uk/news/explainers-54522248 [Accessed 19 Jun. 2024].

Channel 4 Entertainment (2020). Heartbreaking moment when kids learn about white privilege | the school that tried to end racism. YouTube. Available at: https://www.youtube.com/watch?v=1I3wJ7pJUjg [Accessed 15 Jun. 2024].

Collins, C. (2018). What Is White Privilege, Really? [online] Learning for Justice. Available at: https://www.learningforjustice.org/magazine/fall-2018/what-is-white-privilege-really [Accessed 20 Jun. 2024].

Department for Education (2022). Political impartiality in schools. [online] GOV.UK. Available at: https://www.gov.uk/government/publications/political-impartiality-in-schools/political-impartiality-in-schools [Accessed 19 Jun. 2024].

educationhub.blog.gov.uk. (n.d.). Search Results for ‘black history month’ – The Education Hub. [online] Available at: https://educationhub.blog.gov.uk/?s=black+history+month [Accessed 2 Jun. 2024].

Heath, M. (2024). Clacton reacts to Nigel Farage standing in election. [online] BBC News. Available at: https://www.bbc.co.uk/news/articles/cv22vrjr51wo [Accessed 3 Jun. 2024].

Kendall, F.E. and Bernard, C. (2012). Understanding White Privilege: Creating Pathways to Authentic Relationships Across Race. Routledge.

Mcintosh, P. (1989). White Privilege: Unpacking the Invisible Knapsack. [online] Available at: https://www.nationalseedproject.org/images/documents/Knapsack_plus_Notes-Peggy_McIntosh.pdf [Accessed 19 Jun. 2024].

Penna, D. (2024). Reform UK manifesto: Nigel Farage’s key policies at a glance. The Telegraph. [online] 30 May. Available at: https://www.telegraph.co.uk/politics/0/reform-uk-manifesto-richard-tice-key-policies-glance/ [Accessed 19 Jun. 2024].

Rufo, C.F. (2021). What Critical Race Theory Is Really About. [online] Manhattan Institute. Available at: https://manhattan.institute/article/what-critical-race-theory-is-really-about [Accessed 19 Jun. 2024].

Swiszczowski, L. (2022). We need to talk about racism in the UK education system | Teach First. [online] www.teachfirst.org.uk. Available at: https://www.teachfirst.org.uk/blog/racism-uk-schools [Accessed 19 Jun. 2024].

The Black Curriculum. (2024). Services 1. [online] Available at: https://theblackcurriculum.com/research [Accessed 19 Jun. 2024].

UAL (2023). Equality, diversity and inclusion. [online] UAL. Available at: https://www.arts.ac.uk/about-ual/equality-and-diversity [Accessed 19 Jun. 2024].

UAL (2024). Anti-racism strategy. [online] UAL. Available at: https://www.arts.ac.uk/about-ual/strategy-and-governance/anti-racism-strategy [Accessed 19 Jun. 2024].

UAL Anti-racism action plan summary. (2021). Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0032/296537/UAL-Anti-racism-action-plan-summary-2021.pdf [Accessed 19 Jun. 2024].

Posted in Blog Posts, Inclusive Practise Unit, Uncategorised | 2 Comments

THE INTERVENTION OF ‘LISTENING’

Posted on 26th May 2024 by Georgina Goodman

PROPOSAL:  THE LISTENING GAME

PERSONAL SIGNIFICANCE OF LISTENING:

At 16 I had a serious car crash and as a result sustained head and facial injury. Since then I have had sensory issue with sound, I hear very acutely, described by one doctor as Hyperacusis, caused by my head injury, and with no cure; by a subsequent Doctor of Psychology as misophobia and/or phonophobia, as certain sounds cause anger, others anxiety.  I refer to this as ‘my special ‘Batman’ hearing’.  I can literally hear a pin drop, footsteps on a path before my dog, multiply conversation in a room, jazz music is physically painful, chewing sounds like a drill… it goes on, sometimes feeling like my head will explode, but occasionally it’s a very useful ‘superpower’.  To cope with sound, especially within my noisy teaching context, I reach for strategies to help manage noise as an entity. I practise mindful listening, through yoga breathing, filtering out certain sound and focusing on the subject in front of me.  This is often effective, however, occasionally environmental aspects, or tone of voice trigger my misophobia, and I may react quickly to hush sound, this can be experienced as closing a person down in mid-sentence.  Listening, is a challenge, can cause me discomfort and emotional stress in some situations.

“In the beginner’s mind there are many possibilities, but in the expert’s mind, there are few,” writes Zen master, Shunryu Suzuki, in his book, Zen Mind, Beginner’s Mind.

INTERVENTION PROPOSAL:

As I have already outlined, through observing and reflecting on a conversation in my initial research, (Blog: Critical Exploration) I propose to use the Pedagogy of Listening, inspired by the poem 100 Languages, by Loris Malaguzzi, a renowned educator who dedicated his life to the development of early learning experience between child and teacher, focusing on the process of learning rather than outcome, a philosophy known universally as the Reggio Approach.  I also draw on the aligned work by the teacher and theorist David Hawkins and the necessity for teacher to build trust and learn alongside students, as Hawkins explained the “triangular relationships” of trust and respect among teacher, learners, and subject matter, requires vulnerability and dialogue. (Hawkins, 1974), Alongside this I am drawn to the teaching of Zen Buddhism on adopting ‘the beginner’s mind’ (Suzuki, 1973), I will endeavour to use this mindset in my work.

Through active listening, and engaged pedagogy (hooks, b. 1994) I aim to learn alongside, in a reciprocal relationship, setting the intention to validates students’ perspectives to encourages critical thinking and innovation, through listening; a problem I have outlined in my critical exploration, within my own practise. I also draw on Carl Rogers’ person-centred approach, and specifically ‘active listening’ (Rogers 1980) and Paulo Freire’s dialogic pedagogy, that highlight the importance of empathetic listening, mutual respect and co-learning in the educational exchange (Freire 1970).

As an inspirational object and method of play, I am influenced by Oblique Strategies (subtitled Over One Hundred Worthwhile Dilemmas) the card-based game jointly devised by musician/artist Brian Eno and multimedia artist Peter Schmidt, devised as a creativity tool, it was first published in 1975, and famously used by David Bowie. I borrow this concept to base my own card box design and will device questions for a game/activity around the act of listening and speaking.  My aim is to create an artefact that promotes equity in language, and propose an activity to open dialogue between peers, and me to learn alongside my students to become a better listener, through the method of play.  The artefact will be both a physical object, and a proposed activity, with the working title ‘THE LISTENING GAME’ (Subtitled: A Psychoacoustics experience, through ears mind and voice).

NOTES:

NOTE ON OBLIQUE STRATEGIES: I have my own set of these cards, inspired by my hero David Bowie. It is known that he was great friends with Brian Eno, and often used the Oblique Strategies cards in his song writing, and play with friends and family. I saw his personal set at the V&A exhibition in 2013, and was inspired by his collection of ephemeral artefacts. The photo above originated from the V&A David Bowie Archives, but was found through Improvised Life, a blog by Sally Schneider, a personal curation of ideas and inspiration: https://improvisedlife.com/2017/01/12/brian-enos-oblique-strategies-via-david-bowie/

On-Line version of Oblique Strategies:https://stoney.sb.org/eno/oblique.html

V&A Trailer Film to the 2013 David Bowie is Happening Now: Exhibition: http://www.vam.ac.uk/content/videos/d/video-david-bowie-is-happening-now-trailer/

NOTE ON YOGA: I use Yoga, respectfully, as a personal practise: Link to Susanna Barkataki Instagram, who speaks about Yoga and social justice : Yoga is for ALL, an inclusive open practise: embracing, race, gender and socio economics, it is for all body types, and ages, and has been turned into an industry worth over $88Billion in the US, $116.57 worldwide in 2024: https://www.instagram.com/susannabarkataki

NOTE ON LISTENING: A sensitive story by student Valerie Belden about the power and transformative effect of someone listening, and being heard by a peer.

References:

Ashman, M. (2018) Introduction of Professional Communication, Part 8: Interpersonal communication, 8:3 Listening Skills, https://pressbooks.bccampus.ca/professionalcomms/chapter/8-3-listening-skills/#:~:text=Listening%20is%20the%20learned%20process,a%20defined%20start%20and%20finish. (Accessed 22nd May 2024)

Barkataki, S. Instagram: (2024) https://www.instagram.com/susannabarkataki (Accessed 27th May 2024)

Cavicchi. E, Chiu,S.M, Mcdonnell, F. (2009): Introductory Paper on Critical Explorations in Teaching Art, Science, and Teacher Education, The New Educator, 5: p.189–204. https://files.eric.ed.gov/fulltext/EJ868921.pdf (Accessed 22nd May 2024)

Eno, B. Wikipedia Page: https://en.wikipedia.org/wiki/Brian_Eno (Accessed 24th May 2024)

Eno, B, Schmidt, P. Oblique Strategies Website: https://stoney.sb.org/eno/oblique.html (Accessed May 24th, 2024)

Freire, P. (1970). Pedagogy of the Oppressed. Continuum.

Hawkins Centre and Learning, Website: https://www.hawkinscenters.org/ (Accessed 24th May 2024)

Reference list

Aruna Sankaranarayanan (2024). Cultivate a beginner’s mind – Aruna Sankaranarayanan. [online] Arunasankaranarayanan.com. Available at: https://arunasankaranarayanan.com/cultivate-a-beginners-mind/ [Accessed 24 May 2024].

Ashman, M. (2018). 8.3 Listening skills. [online] Bccampus.ca. Available at: https://pressbooks.bccampus.ca/professionalcomms/chapter/8-3-listening-skills/#:~:text=Listening%20is%20the%20learned%20process [Accessed 22 May 2024].

Barkataki, S. (2024). Susanna Barkataki (@susannabarkataki) • Instagram photos and videos. [online] Instagram.com. Available at: https://www.instagram.com/susannabarkataki [Accessed 22 May 2024].

Cavicchi, E., Chiu, S.-M. and McDonnell, F. (2009). Introductory Paper on Critical Explorations in Teaching Art, Science, and Teacher Education. The New Educator, [online] 5(3), pp.189–204. doi:https://doi.org/10.1080/1547688x.2009.10399574.

Eno, B. and Schmidt (n.d.). Oblique Strategies. [online] stoney.sb.org. Available at: https://stoney.sb.org/eno/oblique.html [Accessed 24 May 2024].

Freire, P. (1970). Pedagogy of the Oppressed. New York: Bloomsbury Academic.

Hawkins Centers of Learning. (2024). Hawkins Centers of Learning. [online] Available at: https://www.hawkinscenters.org/ [Accessed 24 May 2024].

Hawkins, D. (1974). I, Thou, and It; The Informed Vision: essays on learning and human nature, New York, Agathon Press, p. 48-62. Available at: https://www.brandeis.edu/mandel/questcase/Documents/Readings/David%20Hawkins%201974%20I,%20Thou,%20and%20It.pdf [Accessed 22 May 2024].

Hawkins, D. (2007). The Informed Vision : Essays on Learning and Human Nature. New York: Algora Pub.

hooks, bell (1994). Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.

Learning and Teaching Scotland (2006). The Reggio Emilia Approach to Early Years Education. [online] Available at: https://education.gov.scot/media/vjtdw2cj/elc35_reggioaug06.pdf [Accessed 22 May 2024].

NHS (2017). Noise sensitivity (hyperacusis). [online] nhs.uk. Available at: https://www.nhs.uk/conditions/hyperacusis/ [Accessed 22 May 2024].

Rogers, C. (1980). A Way of Being. Boston: Houghton Mifflin Co.

Suzuki, S. (2010). Zen Mind, Beginner’s Mind. Shambhala Publications.

TEDx Talks (2019). The Power of Listening | Valeria Belden | TEDxYouth@ASFM. YouTube. Available at: https://www.youtube.com/watch?v=bFbqyLd4-Co [Accessed 22 May 2020].

V&A (2024). V&A · From the Collections. [online] Victoria and Albert Museum. Available at: https://www.vam.ac.uk/collections?type=featured [Accessed 22 May 2024].

Wikipedia Contributors (2019a). Brian Eno. [online] Wikipedia. Available at: https://en.wikipedia.org/wiki/Brian_Eno [Accessed 24 May 2024].

Wikipedia Contributors (2019b). Psychoacoustics. [online] Wikipedia. Available at: https://en.wikipedia.org/wiki/Psychoacoustics [Accessed 22 May 2024].

Zhang, H, Turning to the Pedagogy of “Listening” (2012), Complicity; Alberta Vol. 9, Iss. 1, p. 57-74.https://www.proquest.com/docview/1158944607?sourcetype=Scholarly%20Journals (Accessed 22nd May 2024)

Wikipedia Contributors (2023). Peter Schmidt (artist). [online] Wikipedia. Available at: https://en.wikipedia.org/wiki/Peter_Schmidt_(artist) [Accessed 24 May 2024].

Zhang, H. (2012). Turning to the Pedagogy of ‘Listening’. [online] Proquest.com. Available at: https://www.proquest.com/docview/1158944607?sourcetype=Scholarly%20Journals [Accessed 22 May 2024].

Posted in Inclusive Practise Unit | 2 Comments

CRITICAL EXPLORATION:

Posted on 26th May 2024 by Georgina Goodman

Research: OBSERVING A CONVERSATION May 24th 2024

Students on the MA Fashion Artefact are pre-dominantly from China, and do not have English as a first language.  Communication and language are a barrier to building confidence through voice and opinion.  The power of voice is most especial poignant in building communication, within Critical Pedagogical approach, equality and the recognition of lack of equity within voice is a challenge to bridge.

The quote by bell hooks, “To engage in dialogue is one of the simplest ways we can begin as teachers, scholars, and critical thinkers to cross boundaries, the barriers that may or may not be erected by race, gender, class, professional standing, and a host of other differences,” is from her book “Teaching to Transgress: Education as the Practice of Freedom.” (Hooks, 1994)

In researching what teaching intervention I wanted to explore, the idea of communication, and how to engage in dialogue with my students kept re-occurring in my mind.   I started by asking the advice of one of my former students, Shiyu, who was eager to exchange ideas, on his experience and offered me constructive criticism to support my research.  To give context I felt able to ask him his opinion in this manner, as we had spent a week on a college trip, attending a workshop in Italy with 12 other students and tutors, where the boundaries of hierarchy were dispelled, as such I have a deeper connection with this person, and he sees me as other than a tutor. 

He told me “Students can’t always say what they want to say, especially in another language, and they see the teacher, you, as a source of knowledge, a bit scary, we wait for your permission to act, we want to know the right answer”.  This advice was quite enlightening, especially as my default answer to my students’ questions; I don’t have the answer, what do you think? This made me realise that not ALL students are ready to be critical thinkers, they need time to find voice and confidence, the power shift between teacher and students to be dispelled, before dialogue can take place. As Shiyu went on to say “The idea of thinking critically was very uncomfortable, until I understood it was liberating”.  In my experience some students never reach liberation, exchange is always anxious, confusion remains a boundary, as they wait for specific instructions. I question how I can shift this boundary.

I asked Shiyu to join me in studio last week for peer mentor session, as the session started the first student automatically spoke English, for my benefit, so I encouraged Shiyu to speak to students in Chinese.  As the sessions progressed, I observed from the side, slowly stepping back.  Although I did not understand the words spoken, I observed:  a relaxed, confident tone in voice, open body language, and anxiety dispelling.  Of course, it’s easier for students to communicate in their own language, and I know peer mentorship is an effective tool for student well-being, an established peer mentorship is already in operation at LCC, and the link to well-being evident in academic research.  Per mentorship was an intervention that I was researching and thought about using as my teaching study; however, following this initial exploration I concluded that my greatest challenge as a teacher lay within having meaningful, open dialogue with my students.  On Reflection, I perhaps don’t allow sufficient space for students to explain properly, within a marked timescale as I am frantically trying to type notes, and record advice during tutorial interaction, I am drawn to offer solutions, because this is what is asked for. Through a process of Critical Exploration, (Jean Piaget (1926/1960) and Bärbel Inhelder (1974), the advice from Shiyu and, by the words of educator Atima Joshi  from The Contentment Foundation,  I have decided to practise the Pedagogy of Listening.  By observing a conversation that I didn’t understand, I was inspired to consider an INTERVENTION OF LISTENING.  This I will outline in my Intervention Proposal.

Atima Joshi speaks about the Pedagogy of Listening

Reference:

Cavicchi. E, Chiu,S.M,  Mcdonnell, F. (2009): Introductory Paper on Critical Explorations in Teaching Art, Science, and Teacher Education, The New Educator, 5:189–204. (Accessed 22nd May 2024) https://files.eric.ed.gov/fulltext/EJ868921.pdf

Contentment Foundation: https://www.contentment.org/

hooks, b. (1994) Teaching to Transgress: Education as the Practice of Freedom. Routledge, p. 130.

Journal of International Students Volume 13, Issue 4 (2023), pp. 22-41 (Accessed 22nd May 2024) file:///Users/ggoodman/Downloads/Lorenzetti-2023-ExploringInterntationalGraduateStudents.cleaned.pdf

Lorenzetti, D.L, Lorenzetti, L, Nowell, L, Jacobsen, M, Clancy, T, Freeman, G, Paolucci Odonne, E. :Exploring International Graduate Students’ Experiences, Challenges, and Peer Relationships: Impacts on Academic and Emotional Well-being,

The Pedagogy of Listening, EtonHouse International Education Group (2021) YouTube: https://www.youtube.com/watch?v=j3nOmRF708o

UAL Resources:

Peer Mentoring at LCC: https://www.arts.ac.uk/colleges/london-college-of-communication/student-life-at-lcc/peer-mentoring-at-london-college-of-communication In conversation with Peer Mentors at LCC: https://www.arts.ac.uk/students/stories/in-conversation-with-peer-mentors-at-lcc (Accessed 22nd May 2024)

Posted in Inclusive Practise Unit, Reflections | Leave a comment

BLOG #2 FAITH – THE INTERSECTION OF RELIGION AND GENDER

Posted on 23rd May 2024 by Georgina Goodman

As I started to digest the material set to review for Blog#2, and the subsequent research that followed, to support my understanding of the task, it was overwhelming to digest the topic of how faith intersects with other aspects of an individual’s identity, and it triggered an emotional response and a reflection on my own positionality to the subject of faith.

As discussed by Anthony Appiah, in the film Religion Good or Bad? (this is a trick question). The concept of religion, as a believe in God is an elusive concept, as he points out the generic definition that religion can be explained as a belief in spiritual beings or in God, however the meaning of religion becomes difficult to define.  Historically religion can be traced as a specific set of rules and rigid views, and it is this that has divided humanity, a lack of understanding, and pre-conception that has fuelled conflict.  The intellectual evolution of human understanding and existence was put in direct conflict with religion from the turn of the century onwards, but in many parts of the world, and most especially amongst indigenous people belief is part of cultural ‘being’, not a set of rules, or defined as ‘a religion’, but something that is part of the human knowing. He questions the existence of religion.  

As science and now technology ensue the dissipation of formal religion/s and a rise in secularisation is evidenced in the 2021 census, where there was a 13.9% drop in the majority religious belief in the UK, and no increase in other religion.  It is also noted that misunderstanding and pre-conception fuel judgement and prejudice, and individuals are reluctant to discuss or share religious belief.

Lack of understanding seems to be the underlying theme running through all accounts of intersectionality of religion and other identities, and pre-conceived ideas of a person in any sense leads to prejudice and fear, on all sides, and most worryingly cause injustice and harm.

Miranda Fricker’s concept of epistemic injustice can be broken down to unfair treatment of individuals in their capacity as knowers. It includes testimonial injustice, where someone’s credibility is unfairly downgraded, and hermeneutical injustice, where someone’s social experiences are obscured. Examples include racial prejudice affecting credibility and the marginalization of women’s experiences.  Most especially misunderstanding and epistemic injustice towards Muslim women who choose to veil and display religious testimony through dress, we understand this in detail through the research of Rekis, J. (2023):

‘epistemic injustice against religious subjects, and the diminishing religious knowledge that coincides with it, emerges from the negative impacts of secularism. It is secularism that ultimately marginalizes religion, either fostering real or anticipated negative prejudices against religious adherents, that causes them to suppress their testimony. As Lee notes, even the “mere perception that one’s religious experiences will be stigmatized owes to shifting norms related to a cultural trend towards secularity” (Lee 2021, 567–68).’

As Rekis, J elaborates ‘The ethical harm here is the depiction or assumption that Muslim women lack agency and rationality, and so credibility, which is difficult to defend against when the testimonial “exchange” is based simply on the appearance of religious identity markers (Lynch 2022, 4).’ 

Judgement towards religious ‘appearance’ is also discussed by Jawad, H. (2022) in the context of sport and the experience of Muslim women athletes.  As islamophobia against visible Muslims increases, it is women who suffer the most impact.  Freedom to express and be included within sport is a focus of current debate as the Paris 2024 Olympics has stirred unease with strict French secularism laws, prohibiting the home team to break religious dress laws, including Islamic veils.

I looked up the human rights on this issue, and it seems that France, are in breach of The Universal Declaration of Human Rights:

Article 18:

Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance. (Universal Declaration of Human Rights)

We have one word, ‘religion’, to describe a myriad of diverse beliefs, rather like disability is used to describe a multitude of difference in ability.  Faith, used by UAL as a generic term is far less triggering.  All UAL buildings have quiet spaces, at EB we have two small rooms on the 10th floor, room 1014 a well-being room, 1013 a multi-faith room, for: quiet reflection, prayer or meditation.  This use of language feels inclusive of people within a religious, spiritual framework or those who simple want to have a quiet moment, or sensory relief. 

Within my own teaching context on MA Fashion Artefact and MA Footwear, we use the word fashion in the wider context to explore the relationship of using object on or by the body to explore identity, cultural and spiritual connection. Within The London College of FASHION, a university that advocates individuality and creativity as powerful force of change (University Strategy 2022-2032) to promote inclusivity and a supportive environment for all, it is crucial that all forms of self-expression most especially through the expression of ‘self dress’ be understood, celebrated and supported.

A FINAL WORD:

REFINERY 29 ARTICLE:

NADEINE ASBALI

LAST UPDATED 3 MAY 2022, 7:00

In this article in Refinery 29 Nadine Asbali, talks about her strong sense of identity and her experience wearing modest fashion despite fears for safety and prejudice. Coming from a mixed cultural parents, it was her choice at 14 to wear the Hijab, and she used YouTube tutorials to teach herself how to fashion the material correctly, as she chose to explore her female identity through religion.

I’ve Worn The Hijab Since I Was 14. Here’s How I Feel About Modest Fashion

References:

Appiah, K. A. (2014) Is religion good or bad? (This is a trick question). Youtube [Online]. 16 June. Available at: https://www.youtube.com/watch?v=X2et2KO8gcY

Bowen, J. R. (2007). Why the French Don’t Like Headscarves: Islam, the State, and Public Space. Princeton University Press.

Briannica (On-line), 2024, Available at: https://www.britannica.com/topic/religion (Accessed 19th May 2024)

Fricker, M. (2007). Epistemic Injustice: Power and the Ethics of Knowing. Oxford University Press

Humanist Society, Secularism, (2021), Avaialble at: https://understandinghumanism.org.uk/wp-content/uploads/2021/10/Secularism.pdf (Accessed 22nd May 2024)

Jawad, H. (2022) Islam, Women and Sport: The Case of Visible Muslim Women. [Online]. Available at: https://blogs.lse.ac.uk/religionglobalsociety/2022/09/islam-women-and-sport-the-case-of-visible-muslim-women/ (Accessed 22nd May 2024)

King, T. BBC Sports. (2024). Paris Olympics 2024: The Controversial hijab ban at sport’s biggest party, (April 2024), Available at: https://www.bbc.co.uk/sport/olympics/68739487 (Accessed 22nd May 2024)

Lee, J. Y. 2021. Anticipatory epistemic injustice. Social Epistemology 35 (6): 564–76.

Lynch, Thomas. 2022. Epistemic injustice and the veil: Islam, vulnerability, and the task of historical revisionism. Culture and Religion 21 (3): 1–18.

Office of National Statistics, Religion, England and Wales: Census, (2021), Available at: https://www.ons.gov.uk/peoplepopulationandcommunity/culturalidentity/religion/bulletins/religionenglandandwales/census2021 (Accessed 18th May 2024)


Reki, J. (2023) Religious Identity and Epistemic Injustice: An Intersectional Account. Hypatia 38, pp779–800. Available to download from Moodle  via the Readings & Resources folder. (Accessed 18th May 2024)

Refinery 29, (2022), Available at: https://www.refinery29.com/en-gb/hijab-modest-fashion-british-women (Accessed 22nd May 2024)


Trinity University (2016) Challenging Race, Religion, and Stereotypes in the Classroom. [Online]. Available at: https://www.youtube.com/watch?v=0CAOKTo_DOk (Accessed 18th May 2024)

United Nations (website), Universal Declaration of Human Rights: Available at: https://www.un.org/en/about-us/universal-declaration-of-human-rights (Accessed 22nd May 2024)

You Tube, Miranda Fricker, “Epistemic Equality?” (Online) https://www.youtube.com/watch?v=u8zoN6GghXk (Accessed 18th May, 2024)

UAL RESOURCES:

Equality Diversity and Inclusion annual Report 2022/23: https://www.arts.ac.uk/__data/assets/pdf_file/0015/432141/SPCB23435-EDI-report-2022-23.pdf

Quiet Spaces: https://www.arts.ac.uk/students/student-diversity/quiet-spaces

Our Strategy:  https://www.arts.ac.uk/about-ual/strategy-and-governance/strategy

Student Diversity: https://www.arts.ac.uk/students/student-diversity

Tell Someone: https://www.arts.ac.uk/students/student-services/tell-someone

Posted in Inclusive Practise Unit, Uncategorised | 2 Comments

POSITIONALITY ON FAITH

Posted on 22nd May 2024 by Georgina Goodman

TRIGGERED by RELIGION- A REFLECTION ON MY OWN POSITIONAILITY:

I am the daughter of Ashkenazi Jewish immigrant father, and Swiss Catholic mother, growing up I was not considered to be of either religion.

Religion was a factor that both divided and united my family, caused a measure of shame and pain during my childhood, and triggered prejudice towards my older sister Natasha.  So, when I saw the YouTube resource by Kwame Anthony Appiah, Is religion good or bad? (This is a trick question), my immediate response to this title, was – ‘It is neither good or bad, its just really confusing’. Watching this amazing speaker, It felt ever more poignant to outline my own positionality on religion, and the issues it caused within my own life experience. How confusion, mis-understanding and pre-conception divided my family and caused lasting harm.

For me, growing up it was confusing not be accepted by either religion as I was born between two opposing beliefs.  My parents chose love over religious rules, and this was something that I enjoyed knowing, because in their story, our family narrative, love really did conquer all.   My father was expelled from his family on his wedding day, and it took years for my mother to be accepted by her Jewish in-laws. Religion was a great source of discussion and family narrative, we spoke at length over the dinner table about belief systems, and the merits of choice, taking the best bits from both, ‘especially the food bits’, as my dad would say.  As children of a mixed faith marriage, we were especially fascinated by our Jewish heritage, and the experience of my father’s family as fleeing Jewish immigrants at the turn of the century, arriving in the UK, changing their name at the docks, and then herded into a very deprived area of the East End, Brick Lane.  They were treated with disdain, alongside the Pakistani and Indian communities in East London.  Through handwork and community collaboration, the Jewish arrivals, thrived in business, trading with the other marginalised communities, and this was yet another re-told family story of good conquering adversity. 

My family narrative around religious experience, from within, and from outside was very much linked to love shining through dark space. I understand this was the story, but not the whole truth. Certain aspects were not discussed, difficulties faced by my older sister at Catholic school because of her appearance where never challenged, no intervention made and as a result she was bullied about her large nose, dark hair and called a ‘Jew girl bitch’. This part of the family fairy-tale was not recalled, not re-told and washed over as character building.  This sister, Natasha now lives metaphorically in a dark place, with severe mental issues, is a habitual drug user and hates her appearance.  Even thou she was not in fact Jewish, I believe her self-hatred stems from the antisemitism, she received because of her appearance throughout her formative years.

Faith linked to religion as a concept triggers many feelings both positive and confusing, and a subject I have spent much time considering.  As a family we celebrated Christmas, I attended a Catholic school, but did not take communion, and was not Jewish either and ostracized on both sides for not ‘having’ a religion.  I was aware of prejudice and a source of jokes and sneers, my dad had a big beard, drove a Volvo, and it was rumoured at school he was a Rabbi; the truth being he was not a practising Jew, he wanted a safe car for his family, and it was the 70’s, hey, everyone had beards, he was simple an original hipster! (there’s the Jewish humour). I did not experience deep wounds like my sister, as I used quick wit and jokes to mask my discomfort.  This protection tool I learned from my father, a gift bestowed on him by his, ‘humour’ a common pre-conception, and very useful in action.

I have spent years dissecting my own belief system and have chosen to follow Shamanism as a practise.  I have deep empathy for my Jewish heritage, but do not adhere to the rules, and religious laws, I have negative association with Catholic school, and the unkind nuns and unfair treatment that were ‘allowed’ to take place towards Natasha. While I respected my late mother’s belief in God, I did not agree with her choice of a religious education, these differing opinions, while later resolved, did cause conflict in our relationship, and irreparable damage to my sister. This was not her ‘fault’, not religion that caused the damge, but it was a lack of awareness, prejudice and the absence of care within the educational system that did harm to a child.  I now refer to myself as a non-religious person, who believes in LOVE, and has FAITH that quick wit and kindness will shine through the dark space. I have empathy for anyone with a belief in GOOD over adversity and seek to understand the diversity of belief without judgement.

NB: I found a few educational resources for schools below, that demonstrate a change to understanding and vocabulary; A worksheet from Reigate School for children in year 11, and an on-line resource from Open University for trainee teachers 2020, advising how to include diversity in race, ethnicity and culture in teaching. These resources are far from perfect, however, promoting conversation at key stages of education is a start. Included also below a resource shared by my teacher about talking to your pupils about Palestine-Israel.

UAL: Statement regarding UAL’s response to the ongoing war in Israel-Palestine . THE BIG PICTURE: Posted on UAL website by Communication by Director Tess Tinker – statement made on 23rd May 2024

References:

Reigate Scool, (Website): https://www.reigate-school.surrey.sch.uk/ – Religion and Prejudice, Year 11 Revision Material, 2013, https://www.reigate-school.surrey.sch.uk/MainFolder/re—revision—Q3-Prejudice.pdf (Accessed 18th May 2024)

Including diversity in race, ethnicity and culture in your teaching, The Open University, Open Learn, (on-line) 2020, https://www.open.edu/openlearn/education-development/education/including-diversity-race-ethnicity-and-culture-your-teaching (Accessed 18th May 2024)

How To Talk About Palestine-Israel At Your School, Solutions Not Sides, 2024 https://solutionsnotsides.co.uk/sites/default/files/2023-04/GUIDE%20ON%20HOW%20AND%20WHY%20TO%20TALK%20ABOUT%20ISRAEL-PALESTINE%20AT%20YOUR%20SCHOOL.pdf (Accessed 18th May, 2024)

Appiah, K. A. (2014) Is religion good or bad? (This is a trick question). Youtube  [Online]. 16 June. Available at https://www.youtube.com/watch?v=X2et2KO8gcY

UAL RESOURCE: The Big Picture, Statement Regarding UAL’s Response to the on-going war with Israel-Palestine. https://canvas.arts.ac.uk/News/248692/statement-regarding-ual-s-response-to-the-ongoing-war-in-israel-palestine

Posted in Inclusive Practise Unit | 2 Comments

BLOG #1 – DISABILITY AND INTERSECTING IDENTITIES

Posted on 1st May 2024 by Georgina Goodman

CONTEXT:

The concept of intersectionality has its roots in feminist scholarship and activism and arose initially to consider the interaction between race and gender, with the recognition of the particular disadvantage and oppression faced by black women in the US. Key figures in the early development of the idea are Audre Lorde and Kimberle Crenshaw. (Taylor, 2019, Womankind Wordwide.)

KIMBERLE CRENSHAW: WHAT IS INSECTIONALITY? 2017

In three separate filmed interviews (below); intersectional identities are explored through the lens of lived experience, and the interaction of other aspects of the individuals’ identities are viewed in relation to disability. (Wickenden 2023).

BACKGROUND:

Film #1 Race and Disability:

Para Olympian Ade Adepitan gives an amazing explanation of systemic racism.  Intersecting Race and disability, Adepitan accounts his experience as a black male, wheelchair user. To give context, born in Nigeria, grew up in East London, Adepitan, contracted Polio at 15 months old losing the use of both his legs, he attended main stream school, where he developed a passion for wheelchair basketball. In 2004 he competed for Team GB at the Summer Paralympics winning Bronze.  As he explains, evidenced within the Para-Olympic movement if people of mixed ability are given the opportunity they will shine.

FILM #1 – ADE ADEPITAN INTERSECTING DISABILITY AND RACE

Adepitan recalls first hand his experience of extreme discrimination as a person who intersects race and disability.  During the 80’s experiencing verbal abuse on the streets against both identities. While overt discrimination is no longer his experience and inclusive practise towards wheel chair users is being addressed to a certain degree, still the most basic accessibility in transport and environment are still not resolved and inclusive.  As schemes and policy are discussed, and implemented, and there is a shift in attitude and experience, unseen systemic discrimination is still present in our society, and it is this that prohibits desired life decision around education and career choices for both race and disability.

Film #2 – “Friends and Strangers” Christina Sun Kim

American artist Christina Sun Kim is the daughter of South Korean immigrant parents, both hearing, Christina and her older sister Jayne, are both deaf.  At school she was denied access to arts subjects and certain courses, due to her disability. In her work as she explores the theme of visibility and representation of deaf the voice, through graphic language, sound installation and performance. 

FILM#2 – CHRISTINA SUN KIM, IN “STRANGERS AND FRIENDS”, Art 21

As a young artist moving to New York, a place full of hearing people she had to navigate fearlessly, because as she puts it ‘I had to, I had no choice’.  As a deaf woman she has had to access, as she explains the hearing world in order to communicate her message as an artist.  She now lives in Berlin, lives with her partner and daughter.  She chooses to live in Germany due to the access of free childcare, and a more inclusive environment.

Film#3 – Intersectionality in Focus – Chay Brown

Chay Brown is a transman with mental health difficulties, and co-founder of TransActual, an organisation advocating for inclusive healthcare and wellbeing for the trans community. He talks about his intersecting identities as a trans, gay white man, who is sis passing, and as such privileged as his disabilities are largely hidden. The challenges faced are due to his neurodiversity and learning the codes and subtleties of communication and behaviour within the gay community. 

FILM #3 – CHAY BROWN, INTERCTIONALITY IN FOCUS

He advocates accessibility within the LGBTQ+ community, as he explains, ‘visibility and inclusion are not considered unless experienced’.  Although the very basic considerations of accessibility are being addressed, the unseen disabilities concerning sensory challenges, social anxiety, learning codes are not being addressed. 

REFLECTION:

I am drawn to the parallels discussed in these three interviews, and how individuals identifying as disabled highlight exclusion as a shared experience.  We see through all three subjects the need to be visible in a world that is not designed for disability. All subjects drew reference to the challenges of negotiating a world where accessibility, whether basic environmental, travel, education or public facilities are not fully inclusive. Accessing space seems like a measure that needs to be addressed to allow full inclusion to all members of society.  We understand the challenges through the lived experience of Para Olympian Ade Adepitan who intersects race and disability, as a black male, wheelchair user, and Chay Brown intersecting queerness and disability as a transman with mental health difficulties, both discuss safety concerns due to discrimination and safe accessibility to public spaces; toilets, transport, environment, and how these basic needs are confronted on a daily basis.  Access to a full educational experience and social support are heightened as issues for members of the disabled community, as discussed by American artist Christina Sun Kim, a deaf, female of Korean heritage, was denied access to certain courses at school due to her disability, we also see this in the story of Adepitan, who was offered a place to study in America but unable to access that opportunity due to socio economic situation.  Accessibility is again discussed in relation to healthcare by Chay Brown from the perspective of the LGBTQ+ community.  As discussed in wider medical studies, this is of particular concern as the community are at greater risk of substance use, sexually transmitted diseases (STDs), cancers, cardiovascular diseases, obesity, bullying, isolation, rejection, anxiety, depression, and suicide as compared to the general population. ‘LGBT youth receive poor quality of care due to stigma, lack of healthcare providers’ awareness, and insensitivity to the unique needs of this community.’ (Muacevic and Adler, 2017). 

“The evidence that LGBT+ people have disproportionately worse health outcomes and experiences of healthcare is both compelling and consistent.” (Dr Michael Brady National LGBT Health Advisor, 2024).

I have spent time to consider how as a unit leader on MA Fashion Artefact I could work towards a more inclusive experience for my students, the majority of who face language challenges and a proportion with declared disabilities. It is also my experience that a large number of experience un-seen disabilities, sensory challenges and mental well-being concerns and need extra support to complete their studies.  As a university we are fortunate to have the disability service, if students feel they want to declare or be tested for extra support. However, I am aware that the stigma of a diagnosis may be prohibitive to some students as I reflect in my blog post Diffability.  I am categorised as a person with disabilities, however, do not experience discrimination, or exclusion from society.  As a white person I experience privilege, and my disabilities are unseen. Within my teaching context, I use lived experience to empathise as a neurodiverse person, with sensory issues, and endeavour to create studio practise etiquette and an inclusive crit experience, I see these as areas that I can forge change and facilitate a more harmonise environment to benefit all students well-being. (Case Study 1: Knowing and Meeting The Needs of Diverse Learners).

As a college we have moved to one large campus, East bank in Stratford, designed as an inclusive environment.  For the 10 years proceeding this move, there was no lift or access to some workshops for student or staff with restricted mobility in our building. The students with restricted mobility, while supported with outside technical assistance, were not included in all activity with their peer group. So, it could be said that until recently footwear and accessories were not fully accessible to all students, and as such LCF did not offer an inclusive learning environment.  I would go so far as to challenge the inclusive nature of the new building for students with un-seen disabilities such as sensory issues, most especially neurodiverse students. There are limited private quiet spaces for the percentage of students declared with a disability. The UAL reports that 15.3% of the student have a declared disability, largely neurodiverse, or with mental illness.  Having just moved to this new building that has a lift, it would be assumed and hoped that the diversity in numbers of students with mixed ability will increase over the coming years, but the environment will need to be amended to allow space for this chance, rather than changing to accommodate. I question if this is a ‘person centred’ approach.

‘Barriers are as, if not far more debilitating that the actual disability’ (Oliver 2004)

This idea of effecting change to create an inclusive experience for all members of society is a theme that runs through the accounts of the interviews. As Chay Brown states ‘we are not a person-centred society’ and within the LGBTQ+ community a sense of inclusion and belonging is far from resolved.  As Ade Adepitan MBE  says “What makes people disabled is not their disability……it’s society that holds us back, systematic discrimination and oppression” . And Christina Sun Kim as a deaf woman, intersecting gender, race and disability had to fearlessly access, the hearing world to communicate her message as an artist, because as she puts it ‘I had to, I had no choice’.  If we are to create an Inclusive society the intersection of disability with other identity aspects needs constant challenge and understanding within the teaching space.  If we are to offer choice and to forge a greater sense of belonging, we need to make that space!

“What makes people disabled is not their disability……it’s society that holds us back, systematic discrimination and oppression” Ade Adepitan MBE

RESOURCES:

Adler, J.R,Alexander, Muacevic, A. (2017) Health Care Disparities Among Lesbian, Gay, Bisexual, and Transgender Youth: A Literature Review.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5478215/ (Accessed 1st May 2024)

 Crenshaw K. Mapping the margins: intersectionality, identity politics, and violence against women of color. Stanford Law Rev. (1991) 43:1241. 10.2307/1229039 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10449449/#B2 (Accesses 3rd May 2024)

Disabled Student Commission Annual Report, Enhancing The Disabled Student Experience 2022-2023, HE Website, https://www.advance-he.ac.uk/knowledge-hub/disabled-students-commission-annual-report-2022-2023 (Accessed 1st May 2024)

Freidman, A., (2021)The Gentle Woman, Issue 21, Christine Sun Kim, On what listening looks like https://thegentlewoman.co.uk/library/christine-sun-kim (Accessed 1st May 2024)

LGBT Health, NHS England website https://www.england.nhs.uk/about/equality/equality-hub/patient-equalities-programme/lgbt-health/ (Accessed 1st May 2024)

Oliver, M, (2004) Chapter 2 (In ‘Implementing the Social Model of Disability: Theory and Research’ edited by Colin Barnes and Geof Mercer (2004); Leeds: The Disability Press, pp. 18-31). CHAPTER 2 The Social Model in Action: if I had a hammer Mike Oliver

RNID Website – https://rnid.org.uk/get-involved/research-and-policy/facts-and-figures/prevalence-of-british-sign-language/ (Accessed 1st May 2024)

Taylor, B. (2019), Intersectionality 101: what is it and why is it important?, Womankind Worldwide, https://www.womankind.org.uk/intersectionality-101-what-is-it-and-why-is-it-important (Accessed 3rd May 2024).

Thompson, E. (2023), The shared and intersecting barriers of trans and disabled communities https://diversityandability.com/blog/the-shared-and-intersecting-barriers-of-trans-and-disabled-communities/ (Accessed 1st May 2024)

UAL Resource, Access Support and Facilities for Disabled Students at UAL https://www.arts.ac.uk/__data/assets/pdf_file/0023/30767/Access-Support-and-Facilities-for-Disabled-Students-at-UAL-PDF-302KB.pdf (Accessed 1st May 2024)

Wickenden, M. (2023), Disability and other identities?—how do they intersect?, Volume 4, https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10449449/#B2 (Accessed 3rdMay 2024).

Posted in Inclusive Practise Unit | 6 Comments

VULNERABILITY – Being ‘The’ Student

Posted on 4th April 2024 by Georgina Goodman

 “Those who authentically commit themselves to the people must re-examine themselves constantly” (Freire, 1971, p. 60).

Becoming ‘the’ Student and starting my PG Cert course at UAL, I am determined to challenge myself and break with well rehearsed patterns and entrenched learning habits. While being a student, for me is a relatively familiar feeling, and as such a dreaded position to place myself in again. I feel my VULNERABLITY raising its un-welcome head again!. In 2022 I completed a year long course, as a student of garden design, at Kew Gardens. I was challenged on several levels by new computer technology, rapid subject learning and the almost crippling fear of ‘not being good enough’ and this experience was a very traumatic recipe for me. The aim of the course was to use my creative talent to harness a new skill and boost my earning potential. However, the outcome, by the end of the course was a feeling of failure and despair. This was the antithesis of the intended goal. So I don’t want to put any grand expectation on my outcome for my PG Cert course other than completing, without feeling traumatized. The teachers on the garden course were professional designers working in industry, and it felt that they were less interested in my personal development and more so in sharing their own career success stories. I am a professional designer, working in industry so I don’t want to traumatize my students by sharing my stories, so understanding how to use my LIVED EXPERIENCE to inspire learning would be a positive outcome from my PG CERT. https://www.arts.ac.uk/about-ual/teaching-and-learning-exchange/professional-development/pgcert-academic-practice

The Power of VULNERABILITY – Brene Brown – TED X – These words have given me great inspiration and confidence embrace my vulnerability – I LOVE this TED Talk – and will share with my own students!


I have spent time analyzing my former experience as a student, in order to inform my own teaching practise. It was a challenging course, but I relish a challenge, and enjoy immersing myself in a creative projects based learning, so why? I did well on my assessments, and achieved high marks, despite finding it difficult to complete tasks in the allocated time. I have since come to the conclusion that I was triggered into old patterns of childhood school SHAME trauma by the way the course was delivered and the teaching methods. To give context, school was a challenge; I felt un-seen, stupid and academically unsupported. I have very recently come to know, that I am a student with DIVERSE LEARNING NEEDS. But back then I simply didn’t understand what I was being taught. I was confused and ‘lost’ in a sea of pupils. As a result I left school at 16 with very few qualifications and started working in a jeans shop. Here I flourished, loved talking to people, I could sell clothes and understood fashion. From there I began to gain confidence and grew. I found stratergies to cope with my un-dignosed neurodiversity. In the years following school, and with no formal qualifications, I pursued fashion as a career and notched up many achievements including Fashion Editor of i-D Magazine and contributing Editor of Elle Magazine. As a mature student I felt confident enough to return to education and gained my BA in Footwear at Cordwainers and my MA in Accessories at RCA, then launched my own brand and was twice nominated Accessory Design of the year by the BFC. I have designed some pretty amazing shoes in my career. All this tangible success, but still I feel like an IMPOSTER.

This viideo BLEW MY MIND! Belonging Through Connection a conversation between bell hooks and John Powell about creating genuine connection and fostering a sense of belonging as a teacher, and as a HUMAN is essential if we are to bring our authentic selves to the world and in turn our practise. I will return to this idea throughout my studies.



I have been teaching for over 10 years and most of the time I feel like I get through to my students and make a difference to their learning experience and academic achievements. I know I give my students support and attention and I have the ability to energize and inspire performance, but very rarely do I feel an exchange of energy and ideas. Am I an IMPOSTER? It increasingly feels like I am being picked over for ideas and information, and in a way gets more difficult to manage student expectations as I gain more experience in teaching. I question do I belong? I would like to feel an exchange that nourishes and feeds me creatively, a sustainable teaching practice, a sense of BELONGING. So my ultimate aim from the course would be to have a replenishing rather than depleting exchange of energy through teaching. I am hoping that by analyzing my own teaching methods through BEING THE STUDENT on this course I can harness the correct tools to master this ‘craft’. I now understand that I need to bring my AUTHENTIC NEURODIVERSE SELF to this course, ask all the ‘silly’ questions, with no SHAME (Its my party….) cry if I want too and embrace my VULNERABILTY in order to gain real insight into who I am as a teacher and LIFE LONG LEARNER.

A Little bit of personal History:

https://www.independent.co.uk/life-style/fashion/features/georgina-goodman-is-going-toetotoe-with-the-big-boys-on-bond-street-799745.html

My work with Alexander McQueen, and the shoes I designed in collaboration with him, are always a good talking point with students. Showing something that was dreamed up and made real seems to inspire students that anything is possible.

Armadillo Shoes – Designed by Georgina Goodman for Alexander McQueen worn by Lady Gaga Bad Romance Video 2010 – Photo still from YouTube – No copy right infringment intended.

References:

Capper, G. McVitty, D. (2022) Wonke, Belonging inclusion and mental health are all connected, Available at: https://wonkhe.com/blogs/belonging-inclusion-and-mental-health-are-all-connected/(Accessed 10th January 2024).

Cunic, A. (2024) Imposter Syndrome: Why You May Feel Like a Fraud, VeryWell.Com, Available at:https://www.verywellmind.com/imposter-syndrome-and-social-anxiety-disorder-4156469 (Accessed 25th January 2024).

Cunic, A. (2023) The Psychology of Shame, VeryWell.Com, Available at:https://www.verywellmind.com/imposter-syndrome-and-social-anxiety-disorder-4156469 (Accessed 25th January 2024)

Read more: VULNERABILITY – Being ‘The’ Student
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THE DREADED CRIT: Reflection

Posted on 3rd April 2024 by Georgina Goodman

REFLECTING ON: Crits and Inclusive Learning at UAL An Arts SU discussion paper by Calum Sherwood

This discussion paper by Calum Sherwood includes the voices of students and the academic opinions of the art school ‘crit’.  Students sharing horror stories of traumatic experiences, fear, and dread of the crit.  Noted by the authors: Blair writes, “with the exception of architecture, there has, within design disciplines, been minimal research into the role and function of the crit in student learning.” There is a assumption that the studio crit, is what we ‘should’ do, how it’s always been and therefore it is part of assessment practise.  I see there is a fear factor involved in the studio crit as it stands, As I observe it is extremely stressful for students with language challenges.  We ask students to present for 10 minutes, invariable this is scripted and read out, as students are too nervous to speak off script, this gives no sense of emotional context to the work. As noted in this paper, the format of all class members sardined for hours in one room, has remained the format for years.  I would agree that the format, as it stands of group scrutiny of one person standing to present their work, feels unrealistic for any ‘real world’ challenge students might encounter.  Again, notes by the author in this study, ‘Brown says that there is a perception that the crit is in some way ‘character forming’ and this is why the format remains as a pillar of art pedagogy’ “surviving this ordeal [the crit] is seen as a rite of passage, something to aspire to, even though no systematic evidence demonstrates that this atmosphere is necessary for the training of professionals.”.  There are many articles written on the fear and loathing of the ‘crit’, The overall message, is that the format is ‘outdated’ and does not fit within a compassionate and relational pedagogic approach.  Surely any activity that cause fear should be reviewed.  There is also concern for the marginalised student, who finds the crit a very excluding experience. 

I believe group assessment and peer learning is important, it can be of great value, but surely there could be a more inclusive format where group formative feedback could be exchanged in a clearer way.  I experience students are tired, in a fear state, not engaged in the others learning, this therefore counterproductive activity.  It is noted within this report that there need to be a reform of best practise within UAL to align what is relevant to the student experience.  I am aware that open formative assessments like studio crits are not the best way to support some students.  Most especially our neurodiverse learners, who find it impossible to stay focused at best, experience great discomfort at worst.  This feels very uncomfortable to enforce, and to be honest I don’t enjoy the large format crit as a tutor, it’s a long day or two, in a stuffy room, with many uncomfortable participants.  I question if the students are getting the best feedback from me at the end of the day, by which point I am exhausted. I see this reflected in the amount of written feedback I can muster before lunch, as opposed to after, this I view as not ‘fair’ pedagogic practise. Within my masters courses, we have moved towards a relaxed studio presentation ‘crit’; we want people to arrive on time, stay present, respecting the person presenting. With verbal feedback, we are always encouraging while honest.  If a student has not produced enough work, the honest feedback does reflect this, and this is unavoidable upsetting, students may feel exposed. There is a line between emphasising the importance of consistent achievement, and cheer leading procrastination.  The crit does serve as a deadline to show work progress or completed work, I support the crit, but would like to re-format, harmonise with Inclusive mindset.  Perhaps in smaller groups, as discussed in the paper, there is space for a more inclusive learning possibility, with a choice of modes, and negotiated guidelines for students who simple find the ‘crit’ a dreaded experience.

Reference:

Sherwood, C. (Date Not known) ‘Crits and Inclusive Learning at UAL An Arts SU discussion paper’ UAL, (Accessed 20th January 2024)

Calum Sherwood is the Senior Policy and Research Officer at Arts SU, having worked in education policy since 2012.  – Arts SU Policy Team Arts SU is an independent charity who work to represent and support students at the University of the Arts London.

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DIFFABILITY

Posted on 3rd April 2024 by Georgina Goodman

NEORODIVERSITY – Disability and Ability

I am neurodiverse, I like to take long walk alone to find a still place to stop my racing thoughts, this is one of my favourite places, Broadstairs Beach, photo taken early one morning April 2022.

A THOUGHT – I was inspired to find that last week, (18th – 22nd March 2024) while I was completing the research on the divergent brain blog, that is was Neurodiversity Celebration Week, a worldwide initiative that challenges stereotypes and misconceptions about neurological differences. Follow the link to read about some amazingly successful people who are/were neurodiverse. (Draper, J., (2024), Successful People with Neurodivergent Disabilities)

It is speculated that Andy Warhol was an undiagnosed neurodiverse person – Specialists studying Warhol’s artwork, notebooks and personal correspondence have diagnosed him with dyslexia and autism. They believe his neurodiverse tendency for repetition is responsible for his great works of art. I find stories about other people with neurodiverse brains very comforting and inspiring. As I experience, many students don’t share diagnosis, as noted by Hamilton L.G, Petty S., (2024) , or even discuss difficulty openly. Difficulties may presents themselves through procrastination or poor mental health. If I feel mental health is an issue, of course will direct them accordingly to college support. However, with procrastination (often associated with ADHD) I will share how I like to walk in open spaces, clear my mind, this often resonates with my students, and I share lovely places to walk safely. I find this a very powerful tool to help students (most especially overseas students) connect with their world outside college, building confidence and aiding well-being.

‘Obtaining a clear picture of outcomes for neurodivergent students at university is complex, not least because many do not disclose their diagnosis, and others may not have a formal diagnosis when they commence their studies (McLeod et al., 2019; Clouder et al., 2020). Evidence to date, which often relates specifically to autism, dyslexia and/or ADHD, suggests that academic attainment can be good, if students are well supported to complete their studies (Richardson, 2009; Fabri and Andrews, 2016; Richardson, 2017). However, attrition rates are relatively high in this population, with poor mental health being just one of many contributing reasons (Van Hees et al., 2015; Ghisi et al., 2016; Griffiths et al., 2019).’ Hamilton L.G, Petty S., (2024) Compassionate pedagogy for neurodiversity: a conceptual analysis.

As a recently diagnosed neurodiverse student – I am grappling with my own emotional response to this information – and feel compelled to consider how my students with this diagnosis might feel if they elect to be tested or choose to share their diagnosis.  I am now in a disability ‘niche’ because I have been tested and have a label.  I also have a sub label – neurodiverse! There are district positives attached to these labels, I will receive extra care, time, and consideration as a student within the UAL system.  All that is positive, but why do I feel dis-stressed by the information, by the labels?  If I break it down, it’s the word disabled – I am at a disability within formal education, but I do not feel like a disabled person.  In actual fact the very part of the brain that I am encouraging my students, when wearing my tutor hat, is to be divergent thinkers, to access that part of the brain, to be ignite creative thinking and problem solving  – the very thing that has always been my super power – So am I in actual fact double abled?, with my neurodivergent brain – Disability is used to describe, any person effected by a mobility, impairment or mental condition.  While I am aware this is a complex issue to upick, I question if disabled will be a term I use as an ‘umbrella description’, or whether celebrating difference is an authentic inclusive approach.  I will re-frame the use of the word disabled, and quite simple replace DIS with DIFF and define myself as a person with Diffabilities.

DISABILITY – Noun : a physical, mental, cognitive, or developmental condition that impairs, interferes with, or limits a person’s ability to engage in certain tasks or actions or participate in typical daily activities and interactions  Those people defined as disabled can include those with impairments such as perceptual (e.g., visual and hearing impairments, learning disabilities); illness-related (e.g., multiple sclerosis, AIDS); physical (e.g., cerebral palsy); developmental (e.g., Down Syndrome); psychiatric (e.g., bi-polar, chronic depression, manic-depressive syndrome); mobility (e.g., quadriplegia, paraplegia); and environmental (e.g., asthma, sensitivities to allergens and chemicals in the environment), though not everyone who has such impairments would consider themselves as disabled…(Oxford Reference)

I consider with new insight how I may better support students with different learning abilities, or Diffabilities, either diagnosed or those I observe struggling to keep up with workload or organisation of time or my nemesis – processing information.  I am inspired by the works of Hamilton L.G, Petty S., (quoted above) and their analytical paper on the application of Compassionate pedagogy for neurodiversity.  I agree that ‘adopting compassionate pedagogies, including universal design for learning and strengths-based approaches (Gibbs, 2017; Elsherif et al., 2022). Neurodivergent students, like all students, deserve fit-for-purpose learning experiences, and should not hold responsibility for educating their educators about their differences. The structures and policy context of higher education can act as a disincentive to personalised learning and teaching (Waddington, 2017).’

I observe that students on my course, predominantly Chinese have very high expectations for their master’s outcome, and focus on grades, partly due to peer comparison, and parental pressure and exppectation, as I understand through conversation.  Unlike my choice to seek formal support for my learning difficulties, some individuals are hesitant to seek a diagnosis through disability services. I assume, for my students the stigma attached to diagnosis, is not outweighed by the incentive of individual learning support and time allocation. I am aware that certain students need more of my time in tutorials and technical guidance, to insure they complete the course, but despite all efforts as a tutor, too often poor mental health, and stress related illness, results in deferral from the course.  I can empathise deeply with this dilemma of stigma versus support.  Going forward I will use new insight, and lived experience to encourage students to seek ALL the help they are afforded within the UAL system and share my own experience on viewing diagnosis as a creative superpower – a DIFFABILITY.

NOTE: I must at this point pay gratitude to my masterful tutors on the PG Cert, Rachel and Carys and the Disability Services at UAL, for supporting and encouraging my learning support.

Sharing Inspiring Stories:

In 1964, four of Andy Warhol’s Marilyn Monroe screen prints were shot by an acquaintance in his studio. Since then, the so-called “Shot Marilyns” have become perhaps the most coveted Warhols of all time. One of these canvases, the Sage Blue Shot Marilyn, has recently re-entered the public stage, making waves in the media as it is expected to sell at auction this month for an estimated $200,000,000. These Marilyn canvases are among his most iconic silkscreens, and occupy an intriguing moment in the Warhol story. REVOLVER: https://revolverwarholgallery.com/andy-warhol-the-shot-marilyns-and-his-early-silkscreens/

References:

Ahern, S., (2019) ‘Compassionate Pedagogy In Practise’. Available at: https://blogs.ucl.ac.uk/digital-education/2019/07/03/compassionate-pedagogy-in-practice/(Accessed 10th January 2024)

Elsherif, M. M., Middleton, S. L., Phan, J. M., Azevedo, F., Iley, B., Grose-Hodge, M., et al. (2022). ‘Bridging neurodiversity and open scholarship: how shared values can guide best practices for research integrity, social justice, and principled education;. Preprint. doi: 10.31222/osf.io/k7a9p

Gibbs, P. (2017). “Higher education: a compassion business or edifying experience?” in The Pedagogy of Compassion at the Heart of Higher Education. ed. P. Gibbs (New York: Springer), 1–18.

Gilbert, P., Catarino, F.,Duarte,C., Matos.M., Kolts,R., Stubbs,J., Ceresatto,L., Duarte,J., Pinto-Gouveia,J.,Basran,J., (2017). ‘Journal of Compassionate Heath – The development of compassionate engagement and action scales for self and others’. Available at: https://jcompassionatehc.biomedcentral.com/articles/10.1186/s40639-017-0033-3#Bib1(Aceessed 10th January 2024).

Hamilton, L.G, Petty, S., (2024) Compassionate pedagogy for neurodiversity in higher education: a conceptual analysis: Available at: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1093290/full (Accessed 10th January 2024).

Medium.com, The End of Education, (2020), Available at: https://medium.com/@connect_75384/the-end-of-education-94f3a39fe97c

Oxford Reference: Available at: https://www.oxfordreference.com (Accessed 10th January 2024)

Waddington, K. (2017). “Creating Conditions for Compassion” in The Pedagogy of Compassion at the Heart of Higher Education. ed. P. Gibbs (New York: Springer), 49–72.

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CONNECTING THROUGH CRAFT

Posted on 3rd April 2024 by Georgina Goodman

Finding strategy to manage different learning challenges through craft community!

Interwoven, Neurodiversity and the Creative Mind is a CSM project that explores the links between our creative processes and neurodiverse minds and how those two things interlink. September 2023

INTER WOVEN

Like many neurodiverse people I find comfort in repetative craft activity anything that distracts, but also allows me to focus. My daughter Silva, who is dyslexic loves repairing, and uses it as a ‘mind’ mending technique, when she is stressed or overwhelmed, the results are really very intricate, complex and beautiful. So I was fascintaed to discover this CSM workshop initiative called INTER WOVEN, led by artist and educater Christopher Kelly, he shares his own experience with ADHD, and how he found crochet as a ‘coping stratergy’. I am drawn to how through craft activity, students with nerodiversity are able to connect and feel a sense of community through a shared experience. This is something really important for me to remember while considering how to support my students in shared studio activity. As discussed in this film, some students with neurodiversity find peer learning, and collaboration invasive. They may experience noise and social signals difficult to negotiate, and choose to self isolate. I am inspired by the thought that collaborative activity does not have to mean team effort, it can as evidenced by Inter Woven take the shape of a shared experience, through an inclusive activity.

I am also consious that neurodiversity learner needs are varied and complex, some students I experience have sensory challenges, noise, smells lights and others processing issues that cause stress and anxiety. The studio space as an inclusive space, could be improved to respond to complex these diverse needs. I draw on an article from WONKE, (Wheewell, Tiplady. 2023) exploring practical issues that neurodiverse learners would like to feel more at ease in the learning environment. I would like to explore how to make the studio a truly inclusive environment for my students. As I am seeing a connection that a growing number of my students do not work in studio, and choose to spend time in isolation. These students projects seem to be linked with ‘soft’ craft output. I will take inspiration from InterWoven, as a catalyst for introducing craft activity that compliments the course, and engages students with differents learning needs, within the studio. To consider well-being and relationship building, to support mental health.

Within MA Fashion Artefcat using hair as a material seems to resonate deeply with many students. Perhaps as hair is so deeply connected to cultural and emotional aspects of self. I would like to explore inclusive craft activity that may foster a deeper connection. I will build on this idea in one of my case studies.

The Image above: The Hand (2008) by Artist Jayoung Yoon is from her series Wearable Sculptures, made from interwoven fibre and hair as she explains in her artist statement “I use human hair as a primary medium to create two- and three-dimensional works, exploring themes of mindfulness, and interconnectedness. Human hair has the potential to embody both mind and matter.”

References:

Hamilton, L.G, Pettey, P. (2023). ‘Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis’. Front. Psychol.,Sec. Educational Psychology, Volume 14. Available At:  https://doi.org/10.3389/fpsyg.2023.1093290 (Accessed 10th January 2024).

Inter Woven: Neurodiversity and the Creative Mind: CSM, Available at:.https://www.youtube.com/watch?v=YiYIrTXuvPg (Accessed 10th January 2024).

Tiplady, H. Whewell, E. (2023) ‘What neurodiverse learners told us they needed in order to thrive’ Available at: https://wonkhe.com/blogs/what-neurodiverse-learners-told-us-they-needed-in-order-to-thrive/ (Accessed 20th January 2024).

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