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 […]
PgCert Academic Practice
Category: Blog-post
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 […]
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 […]
The timeline of HE highlights key transformations in access, technology, marketization, equity, and professionalization. Initiatives like the “Robbins Report” and modular systems expanded access, fostering inclusivity and interdisciplinary learning. Advancements in e-learning and blended methodologies redefined pedagogy, while equity-focused policies reshaped institutional priorities around diversity, inclusion, and sustainability. These shifts set the stage for a […]
After reading Karen Harris’s Embracing the Silence: Introverted Learning and the Online Classroom, I found myself reflecting deeply on my teaching practices, particularly around the concept of participation. I’ve often placed pressure on students to “actively participate,” sometimes even tying grades to this notion of engagement. However, this approach has sometimes led to students freezing or […]