This intervention is proposed from studying the QAA’s Inclusive Education Framework (2023)
In today’s diverse educational landscape, it is essential to create inclusive environments where students from various backgrounds feel a sense of belonging and can freely engage with one another. This proposal seeks to address this need by introducing an intervention focused on building community and fostering inclusivity in art and design higher education settings through collaboration whilst also building knowledge and self-confidence. Through this intervention, I aim to empower students to share aspects of their identities in a safe and supportive space, promoting mutual understanding and learning.
After mind-mapping, I ran a small survey with students I came across at LCF to gather insight around whether there is/isn’t interest in such initiative/intervention. Please find results here https://vaw86vcjytu.typeform.com/report/SrfYApBw/QK1bVFl2JYDj6lXq
(Fashion Therapy) Collage Room: Fostering Inclusive Communities in Art and Design Higher Education through collaboration and dialogue
Collage Room is an innovative platform designed to operate through a series of workshops held throughout the academic year. This platform aims to serve as a multifaceted space for students, providing a unique blend of networking opportunities, a decompression zone, and a creative environment conducive to dialogue and collaboration. Participation in Collage Room will be on a sign-up basis, ensuring that each workshop is tailored to the interests and needs of the attendees.
The primary target audience for Collage Room consists of students from all the University of the Arts London (UAL) institutions. These workshops are specifically designed for those who are keen to develop their social skills, engage with hands-on craft and techniques in both 2D and 3D mediums, and explore creative processes that can stimulate ideas on both personal and educational levels.
Collage Room workshops will offer a variety of activities and sessions, including but not limited to:
- Networking Room: A dedicated space where students can connect with peers from different UAL colleges, fostering interdisciplinary collaborations and expanding their professional and social networks.
- Decompression Space: An environment designed to help students unwind and destress, offering activities that promote mental well-being and provide a break from academic pressures.
- Creative Room for Dialogue: A forum for open discussions and idea exchanges, where students can share their creative projects, receive constructive feedback, and engage in meaningful conversations about art, design, and innovation.
- Craft and Hand-Driven Techniques: Practical sessions focusing on various 2D and 3D techniques, encouraging students to experiment with materials and methods that can enhance their artistic skills and inspire new projects.
By participating in Collage Room, students will have the opportunity to:
- Enhance their social interaction skills through collaborative projects and group activities.
- Explore and experiment with different artistic techniques, contributing to their personal and professional growth.
- Gain insights and inspiration from peers, mentors, and guest speakers from the creative industry.
- Develop a supportive community that fosters creativity, innovation, and mutual encouragement.
Overall, Collage Room is designed to be a dynamic and inclusive space that nurtures creativity, promotes well-being, and builds a strong sense of community among UAL students.
Further Objectives:
- Creating a sense of community and belonging among students in art and design programs.
- Promoting inclusive practices that recognize and celebrate diversity.
- Facilitating peer-to-peer learning and understanding through the sharing of personal experiences and perspectives.
Theoretical Framework:
The intervention will be informed by the following theoretical frameworks:
- Social Identity Theory (Tajfel & Turner): Understanding how group membership influences individuals’ self-concepts and behaviours, particularly within the context of educational communities.
- Critical Pedagogy (Freire): Challenging traditional power dynamics in education to foster dialogue, collaboration, and critical thinking among students.
- Intersectionality Theory (Crenshaw): Recognizing the complex interplay of social identities and systems of oppression and privilege, and how they shape individuals’ experiences.
Practical Elements:
- Interactive workshops and facilitated discussions exploring topics related to identity, diversity, and belonging.
- Collaborative art projects and activities designed to encourage creativity, expression, and mutual learning – e.g.: production of zines.
- Peer-led sessions where students can share aspects of their cultural backgrounds, experiences, and interests in an inclusive and respectful manner.
Hands-on Activities:
- Identity Collage Workshop: Students create collages representing different aspects of their identities, followed by group discussion on commonalities and differences.
- Cultural Exchange Workshop: Students bring photos of five elements of their cultural heritage, inviting others to engage in dialogue and learn about diverse traditions.
- Storytelling Circle: Students share personal narratives related to their identities, experiences, and perspectives around specific topics, fostering empathy, and understanding among participants.
Delivery Plan:
- The intervention will be implemented over the course of one academic term, with sessions scheduled bi-weekly to allow for meaningful engagement and reflection.
- Resources and materials needed for each session, including art supplies, multimedia equipment, and facilitation guides, will be identified and prepared in advance.
- Facilitators will be recruited from staff and student body, ensuring diverse representation and expertise in relevant areas.
Evaluation and Reflection:
- The intervention will be evaluated through a combination of participant feedback, facilitator observations, and reflective assessments.
- Structured reflection prompts and journals will be provided to participants to document their experiences, insights, and areas for growth.
- Regular feedback sessions and group discussions will be conducted to assess the effectiveness of the intervention and identify opportunities for improvement.
Conclusion
The deliberate inclusion of visual and hands-on components in this intervention is purposeful and closely tied to the professional development of students – it is also a personal interest of mine as both an academic and a designer. I believe in embedding real-world and practice-based interventions that can build confidence, resilience, and curiosity.
In conclusion, this proposal outlines a comprehensive intervention aimed at fostering inclusive communities in art and design higher education. By providing students with opportunities to engage freely and present aspects of themselves in an inclusive manner, I aspire to create a supportive learning environment where all students can thrive and learn from one another’s diverse perspectives and experiences.
References
Bhagat, D. and O’Neill, P. (2011) Inclusive practices, inclusive pedagogies: learning from widening participation research in art and design higher education. Croydon: CHEAD.
Chiang, S. (2016) Inclusive Pedagogy: Research & Practice Contributing to Policy. University of Edinburgh. [Online]. Available at: https://www.ed.ac.uk/files/atoms/files/electionbriefing7-inclusive-pedagogy-15-05-16.pdf
Hatton, K. (ed.) (2015) Towards an inclusive arts education. London: Trentham. [eBook in library]
Hill, V. & Singh, G. (2018) Critical Pedagogy #4 ‘What does it look like in practice?’ [Online] Available at: https://www.youtube.com/watch?v=K6ghTlyBDNk [Accessed 19 Mar. 2024].
Orr, S., & Shreeve, A. (2017) Art and Design Pedagogy in Higher Education: Knowledge, Values and Ambiguity in the Creative Curriculum (1st ed.). Routledge.
Plewis, Harriet. (2019) Reading Room: An Experiment in Expanded Reading. Retrieved from https://www.rile.space/books/reading-room-an-experiment-in-expanded-reading
QAA (Quality Assurance Agency for Higher Education). (n.d.). The Inclusive Education Framework. Retrieved from https://www.qaa.ac.uk/membership/collaborative-enhancement-projects/equality-diversity-and-inclusion/the-inclusive-education-framework
Richards, A. and Finnigan, T. (2015) ‘Embedding equality and diversity in the curriculum: An art and design practitioner’s guide.’ York: Higher Education Academy. Available at: https://www.advance-he.ac.uk/knowledge-hub/retention-and-attainment-disciplines-art-and-design (Accessed: 11 November 2022).
Schon, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.