Post-Workshop Questionnaire: Co-Creating Brave Spaces in JTM Purpose:This questionnaire invites you to share reflections on your experience in the Brave Spaces staff development workshop. Your feedback will help evaluate the effectiveness of the session and inform future development of inclusive, equity-focused teaching practices across CSM. All responses are anonymous and will be used only for research and staff development […]
Staff Development Training on Facilitating Co-Created Brave Spaces in the JTM Programme This action research project builds on findings from the P4: Design for human equity, social, and racial justice in JTM – Case Study. (see previous blog post: Context and Rationale: Data Analysis for ARP) where the thematic analysis of student interviews revealed that social and racial […]
When I began the PgCert in Jan 2025, I was working as a CSM Climate Justice Curriculum Developer, embedding climate, racial, and social justice into the curriculum. In September 2025, I moved into a new role as Educational Developer. I now work with academic staff to strengthen teaching practices, curriculum design, and learning environments, with a focus […]
I would like to begin this reflection by drawing on a resource not listed in the official course materials but one that has deeply informed and contextualised my teaching practice as an educator at Central Saint Martins. Colouring Critique, a research project initiated by UAL Fashion alumna Huguette Tchapi, offers a compelling and necessary exploration of […]
Introduction: As a non-native English speaker and migrant educator in the UK, I reflect frequently on my education and experiences as a student, using these reflections to shape my work as an educator. When I first arrived in UK, speaking little English, I enrolled in a Physical Theatre Course. Despite the language barrier, the course […]
Reading Ramadan’s (2022) study on Muslim women academics in Western higher education was a moment of deep reflection for me. I was struck by how powerfully Kimberlé Crenshaw’s theory of intersectionality plays out in these women’s lives — not just in terms of gender and race, but in how their faith identity is experienced and […]
As a non-native English speaker and migrant, I relate to the linguistic and cultural challenges international students face. However, my European background—being Italian—has offered a degree of cultural proximity to British culture that many of my students, particularly Mandarin speakers, do not share. Their experience is often far more isolating. In my teaching of Climate […]
My reflection spans from my role within UAL and my teaching context as a curriculum developer for climate, racial and social justice. Much of my work involves teaching intersectionality frameworks to art and design students, often through practical examples that connect theory to real-world design interventions. In this blog, I focus specifically on the intersection […]
The Privilege Walk exercise, created by Peggy McIntosh’s (1988), is a powerful tool for raising awareness of systemic advantages and disadvantages. Participants respond to prompts by stepping forward or backward, depending on their lived experiences. For example, a participant may step forward if they “never had to worry about crime, drugs, or violence in their […]
Leah Thomas’s The Intersectional Environmentalist (2022) highlights how environmental issues disproportionately affect marginalised communities, linking social justice with sustainability. She critiques mainstream environmentalism for sidelining voices from racialised and underprivileged groups, advocating instead for an inclusive approach that recognises intersecting systems of oppression. The book serves as both a call to action and a practical guide for […]