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Monika Gravagno
PgCert Academic Practice
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Next steps_Blog post #7
Building on participant feedback and the thematic analysis, I plan to focus future iterations of the workshop on strengthening accessibility, facilitation support, and opportunities for pedagogical translation. I plan to refine the postcard and question decks by simplifying academic language, reducing overlap between prompts, and adding short explanatory guidance to support multiple entry points and […]
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Literature Review_Blog post #6
Arao, B. and Clemens, K. (2013) ‘From safe spaces to brave spaces: A new way to frame dialogue around diversity and social justice’, in Landreman, L.M. (ed.) The art of effective facilitation: Reflections from social justice educators. Sterling, VA: Stylus, pp. 135–150. Bhabha, H.K. (1994) The location of culture. London: Routledge. British Educational Research Association (BERA) (2024) Ethical […]
Respondents: 9 staff across 2 sessionsData: Qualitative feedback and Likert-scale ratings (see questionnaire example) Quantitative feedback indicates a positive response to the workshop. Most participants (77.8%) strongly agreed it created a supportive and respectful space for exploring identity, belonging, and equity, and all respondents (100%) rated it as highly relevant to their teaching practice. Confidence in using […]
Description: On Belonging: Object based learning to build Equity literacy. This staff development workshop invites educators to strengthen their equity literacy through object-based learning activities focused on belonging and identity. Grounded in participants lived experiences, the session offers a reflective and participatory space to explore how we can foster authentic and meaningful engagement with students around these themes. […]
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On Methods_Blog post #3
Data for this Action Research Project will be collected after the staff development workshop through a self-administered post-session questionnaire, forming the evaluation phase of the research cycle. Distributed digitally and completed anonymously, the questionnaire combines quantitative Likert-scale items—measuring participants’ confidence, perceived relevance, and usefulness of the session—with qualitative open-ended questions inviting reflection on learning, impact, […]
Here the Ethical Action Plan for ARP:
When I began the PG Cert 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 […]
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 […]