This was the first taught session on the PgCert after induction in December 2023.
In Workshop 1, initially, we brainstormed about “What does equal participation in the classroom look like?”. Some of the thoughts that emerged were that equal participation in the classroom is about fostering an inclusive environment where every student has the opportunity to engage actively and learn. It involves respecting diversity by acknowledging and valuing differences in backgrounds, cultures, and perspectives.
We had some interesting conversations around thinking what accessible learning materials look like and if they cater to diverse learning styles and abilities, ensuring that everyone can participate effectively (specially thinking about our practices and how that is reflected in the classrooms we participate in).
We discussed varied teaching strategies, thinking of inclusive classroom design, and encouragement of student voice further promote inclusivity. It was nice to hear from peers of their individual experiences too, since despite all teaching at UAL, we all engage with a variety of different disciplines and skills. One of the thoughts that seemed to be in everyone’s mind was that due to the diversity on language background at UAL students, differentiated instruction acknowledges varying abilities, while inclusive language creates a safe and welcoming atmosphere for all. Fair assessment methods, flexible grouping, and teacher sensitivity ensure all students feel supported and it nurtures a sense of belonging. Overall, it requires a constant commitment from tutors to creating an environment that accommodates the needs and strengths of every student.
We also looked at a timeline of the context of Higher Education in the UK using Miro, but also thinking bigger picture and accounting for events in other places too. That was really informative for me, thinking such robust content as a visual timeline made it easier to understand a bit more. Finally, we also unpacked some ideas around social justice and its aims thinking of how to ensure fair distribution of resources and opportunities within society. We talked about how to promote equality, equity, inclusion, and diversity while upholding human rights and advocating for marginalized groups.
Ahead of the session, I read the following essay ‘The New Life’: Mozambican Art Students in the USSR, and the Aesthetic Epistemologies of Anti-Colonial Solidarity Polly Savage.
Some of the notes I made after reading the article were:
- The essay explores the experiences of Mozambican artist Celestino Matavele studying in the Soviet bloc during the 1980s. One of the takeaways here was to do with the different cultural backgrounds and how the clash/combination helped build cultural understanding.
- It delves into the broader context of socialist scholarship programs for African artists, focusing on art education, socialist ideology, and post-colonial aspirations.
- The Mozambican students faced challenges and cultural differences in Moscow but found belonging in Tashkent, where they navigated aesthetic criteria and developed a future-oriented aesthetic.
- Upon returning to Mozambique, the artists faced challenges due to changing political and economic landscapes, adapting to limited state support for the arts. Bitter sweat thoughts here, how political events/maneuvers influence and affect directly on what happens next; on the other hand, how resourcefulness is also present as a response to difficulty.
- Despite the erasure of Mozambique’s socialist past, the artists maintained a commitment to ideals of solidarity and equality, critiquing power inequalities in the post-socialist era.
Overall, main takeaways for me both considering lecture and readings, it was informative to chat with peers about their readings and stir the discussion towards thinking similarities and differences across the different essays we read. We combined reading findings with what we learnt in session which was also interesting. I thought the session was a great start to the course and left me wanting more!