I enjoyed learning from the different resources while I am in the middle of marking assessments and thinking about teaching plans and strategies for the next academic year, taking this year’s results and outcomes into consideration. I have included below a summary of main findings and highlighted in italic my reflection and more immediate initial thoughts in connection to my experience.
Reading Alice Bradbury’s article in “Race Ethnicity and Education” underscores the systemic challenges faced by bilingual learners within England’s Baseline Assessment policy, introduced in 2015 and revised in 2020. Bradbury critiques the policy using Critical Race Theory (CRT), revealing its detrimental effects on students with English as an additional language (EAL). Some of my key findings and personal further reflection summarized below:
- Disadvantages bilingual learners by only using English. In my teaching experience, I encourage a learning environment where students reflect on knowledge in their own mother languages and I help them navigate new vocabulary and terminology via visual assimilation techniques. By encouraging peer to peer communication in their own language, I have seen significant progress not only in performance but also overall engagement.
- Lowers expectations for EAL students, reinforcing racial inequalities. Particularly in year 2, where I teach mostly, this is students’ industry year, and systemic barriers really become visible. This makes it crucial to provide extra support to students from minority racial backgrounds more specifically. The way I tackle this is by offering more face to face tutorial to students who present particular learning needs rather than lowering the expectation on them which would have a longer negative impact and would continue to widen the gap and inequality.
- The policy marginalizes EAL children by not accommodating their linguistic diversity. There is a whole argument in my team regarding how to work around decolonized methods and using alternative tools that are accessible to students and staff.
- Prioritizes data production over social justice. This resonates a lot with my current positionality by challenging a data-driven system, product of education becoming an industry and turning students into customers. I pursue an approach of keeping my rigor and ethics as a professional, and offering further support to students who need as a way to make learning more inclusive without compromising quality. I strongly believe although most students will go into industry and perhaps reroute in a few years time, it is my responsibility to best prepare them for the craft they’ve chosen to study.
- Calls for a CRT-based framework to address these issues and promote racial equity.
Rhianna Garrett’s article “Racism Shapes Careers: Career Trajectories and Imagined Futures of Racialised Minority PhDs in UK Higher Education” complements Bradbury’s findings by highlighting the significant impact of racism on the career paths of racialized minority PhD students. Through 22 semi-structured interviews, Garrett examines how intersectional identities, including race, gender, and neurodiversity, influence experiences in predominantly white institutions, shaping career decisions and aspirations. Some of my key findings summarized below:
- Underrepresentation of racialized minority academics.
- Higher prevalence in fixed-term contracts and lower pay compared to white counterparts.
- Frequent experiences of marginalization through microaggressions and differential treatment.
- Career instability due to pressures to conform to Eurocentric norms.
- Decrease in Black and Asian academics from undergraduate to professorship levels.
- Recommendations for institutions to provide compensated mentorship, support intersectional identities, and address structural racism.
- Need for inclusive cultural academic practices and support for those resisting oppressive norms.
On reflection, I think that we have plenty of conversations around inclusivity and how minorities are being looked after at UAL. However, a lot is focused on building awareness and being respectful, but little in acting upon/doing something that proactively creates change. I am personally committed to implementing a more inclusive and representative teaching approach. One significant step I’ve taken in recent years is revamping most slide presentations to include visual examples that reflect racial, disability, faith, and age diversity, moving away from traditional methods.
Asif Sadiq’s TEDxCroydon talk on diversity training further intersects with Bradbury and Garrett’s arguments. Sadiq highlights the ineffectiveness of current diversity training programs, advocating for a fundamental shift in approach. He emphasizes the importance of reflecting on and decolonizing learning processes, adapting teaching styles to accommodate various backgrounds and learning preferences, and moving away from dominant cultural perspectives. Some of my key findings summarized below:
- Programs often fail or backfire, needing re-evaluation.
- Importance of decolonizing learning processes.
- Adapting teaching styles to accommodate diverse backgrounds and preferences.
- Broadening perspectives to include diverse voices and experiences.
- Utilizing open-source research, valuing different viewpoints, and employing storytelling.
- Creating immersive experiences to drive lasting change and move beyond box-ticking.
My experience at UAL is that we are often involved in planning and teaching, and I share the feeling of never being done—despite the significant amount of work produced. As a result, there is little time for research, as I juggle multiple roles including planning, teaching, and supporting students. Consequently, we often inherit existing practices, units, and working methods, making change a slow process. While the learning process is focused on workshops, putting theory into practice is more complex and something I would like to get my head around more moving forward.
The video “Revealed: The Charity Turning UK Universities Woke” contrasts different approaches to academic freedom and speech. While Cambridge University seems to grapple with balancing open discourse and respect for diversity, arts universities like UAL lead by integrating new ideologies into their curricula (based on my own experience and UAL reports). Taking into consideration my experience at UAL, here staff actions exemplifies how institutions can balance diverse perspectives with academic excellence, translating theoretical discussions into actionable policies. This inclusive model not only enhances educational experiences but also prepares students to be thoughtful, inclusive, and engaged members of society (both personally and professionally)
Watching “Heartbreaking Moment When Kids Learn About White Privilege | The School That Tried to End Racism” highlights the real-world impact of societal issues, especially involving children. Here are some of my key findings summarized below. Before that, I’d like to acknowledge the negative reactions in the video comments regarding the exercise. I think it is important to face uncomfortable topics and understand how others navigate their lives based on their background and privilege. In class, we frequently discuss positionality and critique current practices, considering our responsibility as designers in 2024. This approach fosters healthy dialogue, helping people understand each other better and be more sympathetic toward each other’s experiences.
- Emotional responses of children highlight the tangible nature of racism and privilege.
- Public backlash illustrates resistance and discomfort in discussing privilege.
- Need for continuous dialogue and education to deepen understanding.
- Potential for changing peer dynamics, requiring careful handling.
- Importance of confronting uncomfortable truths for societal progress.
In summary, the reflections from these resources converge on the need for systemic change to foster a more equitable and inclusive educational environment (practically speaking and less on theory/data spaces only). Whether addressing assessment policies, career trajectories, diversity training, or academic freedom, I think that the key lies in decolonizing practices, engaging diverse perspectives, and promoting continuous dialogue with focused objectives.