The initial research questions was:
How can a “Fashion Break” intervention embody generous pedagogy to foster inclusivity and social justice in the PPD unit of the BA WW course by alleviating unnecessary stress, addressing power dynamics, and creating an equitable, supportive environment that encourages open collaboration and reflection during the final preparations for the project submission?
I conducted an initial intervention based on the research question above that helped me shape further developments in the project. Following this, I realized it didn’t answer fully what I was intending to find and then I organized another session with targeted students – those identified as having low achievement in other units or those with Extenuating Circumstances (ECs) and Individual Support Adjustments (ISAs).
This session, called “Design Surgery,” provided more detailed support and served as an opportunity to test a new concept for developing a toolkit/game aimed at helping students better understand submission requirements in practice. The toolkit also encouraged proactive work by breaking down the complete body of work into smaller, more manageable tasks. The insights gained from this session informed the refinement of my final research question, which concludes this project:
How can a visual toolkit designed to help students better understand submission requirements in practice improve attainment within the PPD unit of the BA Fashion Design Technology course at LCF?