Drawing from the initial sessions of the unit and reflecting on all content and discussions with both peers and tutors, I have prepared the first draft of my intervention for the ARP project. You can find it below, submitted to Moodle for feedback.
Rachel’s feedback provided essential insights for refining inclusivity, workshop design, and participant safety in my teaching practice. I have written a blog post to reflect on the key points and actions I plan to take:
- Clarifying Inclusivity and Social Justice Concepts:
Rachel’s comments highlighted the need to define “inclusivity” and “social justice” more concretely. To address this, I plan to explore suggested frameworks like “Belonging through Compassion” by Liz Bunting and Vikki Hill, grounding these terms within the project in a practical way. Connecting with practitioners experienced in “generous pedagogy” could also deepen the approach to inclusivity and foster a stronger sense of community. - Language and Terminology around “Therapy”:
Rachel raised a valid point about the clinical connotations of “therapy.” While I intended the term to add an engaging touch, I recognize that it might shape participants’ expectations in ways that don’t align with the session’s goals. Since clinical support isn’t the focus, I’ll clarify what “Fashion Therapy” involves and doesn’t involve. My plan is to rename the session “Fashion Break,” which emphasizes relaxation, creativity, and a break from academic demands—creating a “no-strings-attached” atmosphere. - Accessibility and Interdisciplinary Approach:
Ensuring accessibility, particularly for students with attendance barriers, and highlighting the interdisciplinary nature of the project are both essential. I plan to integrate the workshop into sessions students are already attending, making it easier for them to participate. To communicate the interdisciplinary aspects, I’ll unpack how design, social justice, and sustainability each play a role in the project, emphasizing the diverse skills and perspectives they bring. - Focus on Emotional and Psychological Safety:
Rachel’s feedback also prompted me to think about participant well-being, especially regarding any personal disclosures. To support participants emotionally, I’ll start each session with a briefing about university resources, like counseling, that are available if needed. This action will help ensure that students feel supported within a safe, open environment. - Documenting Workshop Outcomes:
Rachel’s comment on documentation highlighted the importance of systematically capturing insights and progress. I’ll create a documentation strategy that includes photos, participant feedback forms, and a reflection journal. Getting participant consent will keep this process ethical, and the records will serve as valuable resources for future ARP presentations and evaluations. - Defining Participants as Co-researchers:
Rachel suggested embedding the idea of participants as co-researchers more deeply into the design to foster engagement and ownership. For the pilot stage, I’ll still have them primarily as participants but open up opportunities for feedback on session structure and materials. Regularly inviting their reflections and holding collaborative evaluations will also bring the project closer to participatory action research principles.
In summary, these reflections and actions offer a solid foundation for refining my ethical action plan to better address participant needs, which I will incorporate into a new second draft.