PgCert in Academic Practice

• BBC News. 3 December 2024 [Universities enrolling foreign students with poor English]. Available at: https://www.bbc.co.uk/news/articles/c0mzdejg1d3o (Accessed: 3 December 2024).
• Harris, R. (2023). An Eye for Detail – The Tyranny of the Transcript [Podcast Episode].
• Vaughn, S., Schumm, J. S., & Sinagub, J. (n.d.). Why use focus group interviews in educational and psychological research? In Focus group interviews in education and psychology. Available at: https://doi.org/10.4135/9781452243641.n2 (Accessed: 3 December 2024).
• Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), pp.77-101.
• Braun, V. & Clarke, V. (2013). Successful Qualitative Research: A Practical Guide for Beginners. London: Sage.
• Hidrogo, C. M., et al. (2020). Emerging educational technologies in higher education: The case for virtual reality. Frontiers in Education. Available at: Frontiers.
• Chou, C. Y., et al. (2001). The role of visualization in enhancing students’ learning and performance. Educational Technology Research and Development. Available at: Springer.
• Smith, L. T. (2012). Decolonizing Methodologies: Research and Indigenous Peoples. 2nd ed. London: Zed Books.
• Means, B., Bakia, M., & Murphy, R. (n.d.). Learning Online: What Research Tells Us About Whether, When, and How.
• University of Sheffield’s Live Projects program. Live Project Handbook. Available at: https://liveprojects.ssoa.info/about/

In my research project, I’ve been exploring ways to analyse data and derive meaningful solutions for improving engagement and learning outcomes in digital design classes. I deeply resonate with the ideas discussed in the podcast An Eye for Detail – The Tyranny of the Transcript. In the episode, Rick Harris challenges the traditional emphasis on recorded transcripts, arguing that non-verbal and contextual cues offer critical insights that can be lost in rigidly documented data. This perspective aligns closely with my own research approach.

My Research Methodology

I chose not to record interviews but instead to interpret and document responses in real time. This method relies heavily on my ability to actively listen, process information, and capture the essence of participants’ answers during our interactions. However, I am fully aware that this approach is influenced by my positionality—my biases, experiences, and personal perspective inevitably shape the data I collect and how I interpret it.

My interpretations are not purely objective; they are filtered through my worldview. For instance, I may unconsciously prioritize themes that align with my own beliefs or overlook contradictory ideas. While this subjectivity introduces potential limitations, it also adds depth. My research becomes a co-constructed process, shaped by my interaction with the participants, the context of the conversations, and my analytical lens.

To ensure transparency, I incorporate reflexivity into my analysis. I continuously question why I highlight certain points, reflect on how my background may influence my choices, and document these reflections. This process not only enhances the rigor of my research but also provides insights into my own values and biases.

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Using Thematic Analysis

To analyze last year’s questionnaire responses, I applied the six-phase framework of Thematic Analysis by Virginia Braun and Victoria Clarke:

1. Familiarization with Data:
   I reviewed all responses carefully, immersing myself in the content to identify recurring ideas and issues. This process included reading and re-reading the feedback forms to get a holistic sense of the data.
2. Generating Initial Codes:
   I coded the data systematically, breaking down student responses into smaller units of meaning. For instance, phrases like “not enough emphasis on digital sessions” or “no time to use the knowledge” were identified as initial codes.
3. Searching for Themes:
   The codes were grouped into broader themes based on patterns in the data. For example:
   • Challenges with Organization: commute issues, busy schedules, lack of time to apply skills.
   • Support Preferences: smaller groups, one-to-one tutorials, access to recordings.
   • Practical Skill Application: lack of opportunities to use digital skills in real-world contexts.
4. Reviewing Themes:
   I reviewed these themes to ensure they were coherent, consistent, and representative of the data. Some themes were combined or redefined as necessary.
5. Defining and Naming Themes:
   Each theme was clearly defined to reflect its meaning and relevance to the research question. For example, Practical Skill Application focuses on the gap between digital theory and real-world design practice.
6. Writing the Report:
   Finally, I synthesized the findings into actionable insights, which are now guiding the development of solutions for my research project.

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Key Findings and Student Feedback

The thematic analysis revealed several recurring issues:

1. Challenges with Digital Design Classes
   • Students feel digital sessions lack emphasis and integration into the overall studio culture.
   • There’s a perception that theoretical units do not connect effectively with practical design applications.
2. Limited Opportunities for Skill Application
   • Many students expressed frustration that they have no time or opportunities to apply the digital skills they learn.
   • The curriculum doesn’t adequately prepare them for professional practice, leaving their portfolios underdeveloped and their job prospects limited.
3. Support Preferences
   • Students appreciate smaller teaching groups and one-to-one tutorials, which make them feel supported.
   • They want access to recorded sessions so they can revisit the material at their own pace.

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Reflections and Actions

These insights suggest students want both flexibility and practical application of their learning. Recording digital classes, for example, seems like a simple solution to provide students with access to content after sessions. However, I’m cautious about the unintended consequences of this approach. In my previous research on Closing the Attainment Gap, I observed that providing recordings can sometimes reduce engagement and attendance in live sessions.

The lack of connection between theory and design application presents a significant opportunity. I propose developing live projects outside the curriculum that allow students to work on real-world design challenges. Inspired by the University of Sheffield’s Live Projects, this concept integrates client-driven tasks and stakeholder collaboration into the learning process. Sheffield’s model demonstrates the value of combining academic learning with practical experience, fostering professional skills such as project management, negotiation, and team collaboration. These experiences also help students build confidence and understand the societal impact of their work.

As a facilitator, I could guide students through these projects, demonstrating how the skills taught in digital classes are essential in professional settings. This approach not only addresses their concerns but also bridges the gap between academic learning and industry expectations.

Conclusion

This research has deepened my understanding of how my own positionality and interpretation shape the data and insights I generate. By reflecting on these influences, I aim to create actionable solutions that address both student feedback and the broader challenges of teaching digital design. My goal is to foster a learning environment where students feel supported, their skills are applicable to real-world scenarios, and they graduate prepared for the demands of the professional world.

This journey is as much about improving student outcomes as it is about developing innovative teaching methods that align with professional practices and empower students to thrive in their future careers.

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Bibliography

• Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101.
• Braun, V., & Clarke, V. (2013). Successful Qualitative Research: A Practical Guide for Beginners. London: Sage.
• Harris, R. (2023). An Eye for Detail – The Tyranny of the Transcript [Podcast Episode].
• University of Sheffield’s Live Projects program. Live Project Handbook. Available at: https://liveprojects.ssoa.info/about/
• Leeds Beckett University – Live Projects Pedagogy

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As I begin my research project focused on enhancing attendance in digital design classes, I have been considering different research methods to gain meaningful insights from my students. One approach that particularly resonates with me is the use of focus groups. While I have previously employed questionnaires, I found that they often give surface-level responses. However, after reading Why Use Focus Group Interviews in Educational and Psychological Research? by Sharon Vaughn, Jeanne Shay Schumm, and Jane Sinagub, I have come to appreciate the depth and versatility that focus groups can provide as a qualitative research tool, especially within educational contexts.

The Benefits of Focus Groups

Focus groups offer a unique opportunity to gather qualitative data through dynamic group interactions. They are compatible with the qualitative research paradigm, allowing for the exploration of diverse perspectives on the issues at hand. This aligns perfectly with my goal of understanding the varied experiences of students in my course and how these experiences affect their attendance and engagement. The group format encourages open dialogue, enabling participants to share their thoughts and feelings in a supportive environment.

One of the most compelling advantages of focus groups is their ability to elicit rich, in-depth information in a relatively short amount of time. The synergistic nature of group discussions often leads to a snowball effect, where the contributions of one participant stimulate additional insights from others. This interaction can create an exciting atmosphere where students feel empowered to express their opinions, fostering a sense of community and shared understanding.

Moreover, focus groups provide an excellent platform for direct contact with participants, allowing me to gauge their reactions and emotions in real-time. This proximity can yield deeper insights than more traditional data collection methods, such as surveys or individual interviews, which may lack the immediacy of face-to-face interaction.

Mindfulness of Positionality and Power Dynamics

However, I am acutely aware of the challenges associated with focus groups, particularly concerning student behaviour and the potential for power dynamics to influence discussions. As a teacher, my role inherently carries a degree of authority, which could make students reluctant to share their true thoughts for fear of judgment or reprisal. Some students might dominate the conversation, while others may feel marginalized or pressured to conform to perceived social norms.

To address these concerns, I must approach the focus group process mindfully. Establishing a clear set of ground rules will be essential, emphasizing confidentiality and encouraging respectful listening. I plan to implement techniques that promote equal participation, such as round-robin sharing or anonymous question submissions, ensuring that every voice is heard. By creating a safe and supportive environment, I hope to facilitate genuine dialogue that reflects the diverse perspectives within my classroom.

Integrating Focus Groups into My Research Design

In the context of my project, I aim to utilize focus groups not just as standalone discussions but in conjunction with other research methods (I have done previously). By compeering data sources, I can create a more comprehensive picture of the factors influencing student attendance and engagement.

Ultimately, my goal is to cultivate an atmosphere of trust and openness that empowers students to share their experiences honestly. By leveraging the strengths of focus groups while being mindful of their limitations, I hope to gather actionable insights that can inform my teaching practices and contribute to enhancing the educational experience for my students.

Example taken form Why Use Focus Group Interviews in Educational and Psychological Research? how to structure the focus group

ABLE 4.1 Overview of the Sections in the Moderator’s Guide

Introduction
◦ A. Welcome
◦ B. Statement of the purpose of the interview
◦ C. Guidelines to follow during the interview

• II. Warm-Up
  ◦ A. Set the tone
  ◦ B. Set participants at ease
• III. Clarification of Terms
  ◦ A. Establish the knowledge base of key terms through questions
  ◦ B. Provide definitions of key terms
• IV. Establish Easy and Nonthreatening Questions
  ◦ A. The initial questions should be general and less threatening
• V. Establish More Difficult Questions
  ◦ A. The more difficult or personal questions should be determined
• VI. Wrap-Up
  ◦ A. Identify and organize the major themes from the participant’s responses
  ◦ B. Ensure that any conversational points not completed are mentioned
• VII. Member Check
  ◦ A. Determine how each member perceives selected issues
• VIII. Closing Statements
  ◦ A. Request anonymity of information
  ◦ B. Answer any remaining questions
  ◦ C. Express thanks

References :

Vaughn, S., Schumm, J. S., & Sinagub, J. (n.d.). Why use focus group interviews in educational and psychological research? In Focus group interviews in education and psychology. https://doi.org/10.4135/9781452243641.n2

From last year’s final project, I collected data that is proving invaluable for this year’s research initiative. Initially, I found it challenging to know how to proceed, as I often struggle with understanding expectations in my own way. This was compounded by the fact that I missed the first workshop, which left me feeling even more uncertain about how to start. To gain clarity and direction, I scheduled a one-on-one meeting with my tutor from last year, Dr. Kwame. During our discussion, we explored how to effectively advance last year’s project and address the key issues at hand.

Following our session, I developed an action plan that provided me with a framework to approach my current project more systematically. Dr. Kwame recommended that I reach out to the year leaders to gain insights into why certain students had not performed well and to identify those who might have the potential to improve this year. This feedback would be crucial in comparing students’ experiences with the perspectives of their teachers.

However, I encountered obstacles in this process. The year leaders were largely unresponsive, likely due to their busy schedules and competing priorities. After several follow-ups, I was informed that the course leader was hesitant to share sensitive data regarding student performance. Their rationale was based on a concern that this information could lead to individual students feeling targeted or marginalized. I found this response perplexing, as my project aims to identify challenges and provide support rather than to stigmatize anyone. In my view, utilizing a grading system is a factual approach, and reaching out to students with lower grades is intended to understand how we can assist them in achieving higher outcomes if they desire that support.

Given this situation, I recognised the need to find alternative methods for engaging with students directly. I reached out to my students, explaining the purpose of my data collection and reassuring them that their participation would be completely anonymous. I emphasised that while they were not obligated to participate, their insights could significantly impact future generations of students and help me better understand their experiences.

To facilitate this process flowing the structure from the reading Why Use Focus Group Interviews in Educational and Psychological Research? by Sharon Vaughn, Jeanne Shay Schumm, and Jane Sinagub. I provided consent forms and posed a series of open-ended questions that allowed them to express their thoughts freely. Our conversations were informal, creating a comfortable and safe environment for students to share their opinions and feelings. I encouraged them to provide feedback at any time, even if it was not directly related to my research project, reinforcing my commitment to fostering a supportive dialogue.

This approach not only helped me gather valuable qualitative data but also empowered students by giving them a voice in the process. The insights gained from these discussions are expected to illuminate common themes and challenges faced by students, enabling me to tailor my teaching methods and resources to better meet their needs. Below, I have included the questions I asked and the students’ responses, which will serve as a foundation for my analysis and the subsequent actions I plan to take

Data collected from 6 students:

Are you satisfied with your grades and performance, and what stopped you from achieving them?
Student 1: No, I regretted not making my diagrams more visually appealing for the final portfolio.
Student 2: No, there was no time to use the knowledge and skills we learned. We learned it too late.

What’s the most important part of your portfolio to achieve a high grade?
Student 1: The visual interpretation is the most important part of grading in the portfolio.
Student 2: I think writing is the most important part of the portfolio.
Student 3: I think the highest-grade portfolio is really good visually.
Student 4: I think it’s 40% writing and 60% visuals/drawings.

Do you think that if you were stronger with digital design, you would achieve a better grade?
Student 1: Yes.
Student 2: Yes.
(All students nodded.)

Why do you think attendance is so low in digital design if it’s really important, or why would you stop coming?
Student 1: The teaching pace is too slow; too many times everything was repeated.
Student 2: There were too many people in the room, and we couldn’t hear what you were saying in the back.
Student 3: We prefer small groups where we can ask questions and hear what you’re saying.
Student 4: We learn quickly, and we do not have to come for the classes.

Is there anything that could help with your learning?
All students: Record the classes; we don’t take notes.

What’s your expectation after finishing the interior design course?
Student 1: Find a job.
Student 2: Be fluent in digital design.
(The rest of the students said they don’t know.)

In case you have problems with digital design and need help, or if you’re struggling with your design, do you know where to go for help?
They all nodded, saying yes, they all know what to do and they have support.

One student came to me saying that she is slower than everyone else, learns slower, and is feeling lost and overwhelmed. I suggested she sit in the front row so I can see her and help her when I see she is struggling. She always can book 1to1 with me.

My research project is a continuation of my previous work on inclusive practices, focusing on the attainment gap and its relationship to student attendance and engagement, especially in light of the diverse circumstances students face outside of university. I teach digital design within the interior design course, where student evaluation is based on a portfolio that showcases their design process and final projects. Given the course’s emphasis on theoretical and visual communication, students need to develop strong digital communication skills and proficiency in relevant software—skills that significantly impact their grades and overall performance.

The digital design course is structured to support students from their first year, with weekly classes (one day from 10 a.m. to 1 p.m.) and one-on-one sessions from 2 to 3 p.m., along with supplementary materials available on Padlet and in the library to encourage self-learning. Despite the resources provided, I’ve observed a level of dissatisfaction among students, with many expressing a desire for more support. Low attendance and engagement suggest that something may be lacking in how we teach or in how students engage with the digital design material.

Through this research, I aim to understand these dynamics more deeply, ultimately to enhance the student experience and support them in achieving their best grades. This study will explore how we can improve teaching practices, address barriers to attendance, and foster greater student engagement in digital design classes

The idea for this intervention came from this year’s CSS/NSS discussions on closing the attainment gap(please see data charts below). I teach an Interior Design course at Chelsea College of Arts, where the final student submission is a portfolio with their final project. This portfolio showcases students’ final design proposals in a digital format, requiring them to use digital software to visualize and present their ideas. Strong portfolios combine excellent digital skills with strong conceptual ideas. 

Attainment data 23/24 from dashboards.arts.ac.uk UG BA Interior Design course at Chelsea College of the Arts

For the past two years, I have served as the head of digital design for the interior design course. The ability to showcase their ideas is crucial for students’ success. Despite my classes being less popular, those who attend tend to achieve the highest grades. Therefore, to close the attainment gap in the interior design course, focusing on developing digital skills for all students is essential. The initial idea was to gather information from students about what prevents them from attending all the digital classes and how to improve the delivery to make it easier for them to attend. 

Learning software, working with computers, and using 3D programs can be very challenging. From my experience, students often find these tasks intimidating and frequently describe them as difficult. I always tell students that learning software is hard and frustrating, but they have all the support they need here. However, anything difficult tends to deter students. 

Proposed Interventions 

To understand why students are not attending the digital sessions, I created an anonymous form with questions to help identify the problem and find possible solutions. The challenge was to design a survey that is free from biases and inclusive for all students. A friend recommended the book Decolonizing Methodologies: Research and Indigenous Peoples by Linda Tuhiwai Smith, which suggests that the starting point for a decolonizing methodology is to ask the questions that the colonized want answered (Smith, 2012). 

Based on this approach, I created an eight-question form and sent it to the students. Here are the questions: 

1. Which teaching methods or activities have you found most effective for your learning, and why? Are there any methods that have hindered your learning? 

2. What are the most significant barriers you face in achieving your academic goals? How can we help address these barriers? 

3. Do you feel you have adequate access to academic support and resources (e.g., tutoring, digital materials, study groups)? If not, what additional support would be helpful? 

4. Are there any best practices or successful strategies you’ve experienced in other classes or institutions that you think should be implemented here? 

5. Can you provide an example of a time when you felt included or excluded in the classroom? What contributed to that experience? 

6. How comfortable do you feel participating in class discussions and activities? What factors contribute to or hinder your participation? 

7. Could you please tell us which year of study you are currently in? 

8. Do you prefer digital design to be taught online? 

The survey did not include questions about race, religion, or disability because I aimed to create an open question where students could express their backgrounds if they felt comfortable. I didn’t want students to feel uncomfortable or stigmatized by yet another survey collecting personal data.  

I sent the survey to around 400 students across years 1, 2, and 3 of the BA Interior Design course. I received responses from only eight students, likely those already engaged with the course. The challenge now is to gather information and engagement from students who are not engaged to understand how we can modify our teaching to help struggling students. It seems like a vicious cycle: disengaged students don’t respond to the survey, preventing us from understanding how to engage them. 

During a one-on-one talk with Dr Kwame, we discussed this situation, and he suggested creating a workshop to explain the survey, the data collected, how it will be used, and how student feedback can influence their experience. This could help us understand what students are struggling with and act accordingly.  

Moving forward, I plan to conduct a series of workshops to explain the survey details and gather more comprehensive feedback from students.  

In a peer-to-peer review, Mason mentioned an article, “I see little point”: UK university students on why attendance has plummeted,” which highlights reasons for low attendance, such as: 

• Sense of pointlessness: Lectures may not seem engaging or relevant to career goals. 
• Financial hardship: Students working part-time might prioritize work over lectures. 
• Mental health difficulties: Mental health issues can hinder concentration and attendance. 

These reasons might be interconnected, such as a financially struggling student feeling that lectures are not helping them get a job, leading to a sense of pointlessness and skipping classes to focus on work (The Guardian, 2022). Mason also pointed out the challenge of engaging students in the workshop, which needs further consideration.   

Moving forward from step one to discuss the survey outcomes, which were interesting and motivating. Students reported receiving enough support and that the teaching methods were effective. However, verbal dissuasion during class does not work well with large cohorts. Anonymous and digital engagement might be more effective and comfortable for the students. 

Students suggested that it would be helpful if all classes and lecture workshops were recorded. This will allow them to revisit the material if they miss a class, are late, or need a reminder. I can arrange this to ensure all students have equal access to the resources. While this seems like a great fix to offer access and flexibility can improve students’ digital learning, it raises concerns: 

• Online learning can exacerbate existing inequalities, particularly for students from marginalized backgrounds who may lack access to technology or reliable internet connections.

• Isolation and Lack of Social Interaction: The online environment can contribute to feelings of isolation and reduced opportunities for student-student and student-faculty interaction, which are crucial for building a sense of community and belonging.  

•  Accessibility and Inclusion: Online courses may not be designed with accessibility in mind, potentially excluding students with disabilities.  

• Faculty Positionality: Online teaching can reinforce existing power dynamics and hierarchies within academia, as faculty members may have varying levels of technological expertise and comfort with online teaching.  

(Graham, 2019) 

In conclusion, closing the attainment gap in the Interior Design course at Chelsea College of Arts hinges on enhancing students’ digital skills and understanding the barriers to their engagement with digital design classes. Despite the low response rate to the initial survey, the insights gathered underscore the need for innovative and inclusive teaching methods. 

The proposed workshops aim to bridge the gap by explaining the survey’s purpose and gathering more comprehensive feedback, fostering a sense of inclusion and demonstrating the impact of student input. Key suggestions, such as recording all classes and workshops, offer a promising way to improve access and flexibility, though care must be taken to ensure this does not exacerbate existing inequalities or lead to student isolation. 

By addressing technological and social barriers, providing necessary resources, and ensuring accessibility for all, we can create a more equitable and supportive learning environment. Through these concerted efforts, we aim to empower all students to succeed in their digital learning and ultimately close the attainment gap in the Interior Design course. 

This intervention taught me to address students’ diverse needs in digital design, making me more empathetic and committed to supporting them. I learned the importance of adaptability and inclusivity, ensuring my classes are accessible to all. Continuous improvement and student feedback are essential for an engaging curriculum. As head of digital design, I recognized the need to stay updated with the latest tools. Collaboration and open communication are crucial. Facing challenges like low survey response rates taught me resilience and innovation. Overall, this experience made me a more empathetic, adaptable, and inclusive educator, better equipped to help students succeed and close the attainment gap.

References 

Smith, L. T., 2012. *Decolonizing Methodologies: Research and Indigenous Peoples*. 2nd ed. London: Zed Books. 

The Guardian, 2022. “I see little point”: UK university students on why attendance has plummeted. [online] Available at: https://www.theguardian.com/education/article/2024/may/28/i-see-little-point-uk-university-students-on-why-attendance-has-plummeted

Lim, C. P., Wang, T., & Graham, C. R. (2019). Driving, sustaining and scaling up blended learning practices in higher education institutions: a proposed framework. Innovation and Education, 1(1), 1-12. Available online at   https://brill.com/view/journals/ined/1/1/article-p1_1.xml 

Means, B., Bakia, M., & Murphy, R. (2013). Learning online: Powerful learning experiences in a connected world. Routledge. 

Survey Response

My 1-on-1 with Dr. Kwame was a real turning point for my intervention! We were discussing the specifics of my plan, and Dr. Kwame raised a crucial point. He noticed the low response rate to the student survey and suggested we shift focus a bit. He proposed a deeper dive into the reasons behind low engagement. Why might students feel their voices aren’t important, or the data itself isn’t valuable? This new perspective opened up a whole new avenue for exploration

Following Dr. Kwame’s suggestion, I had a fantastic brainstorming session with my team member Mason Silveira about my intervention. He was incredibly insightful! He shared a really relevant article from The Guardian (https://www.theguardian.com/education/article/2024/may/28/i-see-little-point-uk-university-students-on-why-attendance-has-plummeted)) about the issue of declining student engagement. It resonated deeply with what Dr. Kwame had mentioned. Maison also provided some fantastic tips on how to connect with non-participating students to understand their reasons for not engaging. He even offered a valuable reminder: as educators, while we always strive to push our students, we also need to acknowledge that they might already be putting in their best effort, or simply be content with their current level of achievement. This is a crucial balance to consider when designing interventions.

Overall, both meetings were incredibly helpful. Dr. Kwame’s insight broadened the scope of my intervention, and Maison’s suggestions provided concrete ways to move forward. I feel much more confident and focused on my intervention.

“People often confuses white privilege with being wealthy or being reach and it isn’t about that but what it is about is an absence to haven’t to live of the consequences of racism. “ 

Heartbreaking Moment When Kids Learn About White Privilege | The School That Tried to End Racism. Channel 4. (2020) The School That Tried to End Racism 

As someone who grew up in Poland, the concept of white privilege was foreign to me. In my predominantly white, Eastern European environment, race was not a topic of discussion, let alone a conscious consideration in daily life. Moving to London, however, transformed my understanding of race and privilege. The diverse experiences of my friends, coupled with my own encounters with institutional systems, unveiled a world I had previously been blind to.

Hearing the term “white privilege” often triggers an internal defence mechanism, whispering that I am not privileged at all. After all, I come from a modest background, far removed from wealth or social influence. However, living in a multicultural city like London has taught me that white privilege isn’t about wealth—it’s about the absence of systemic racial disadvantages.

This realization resonates deeply with the insights presented in “Heartbreaking Moment When Kids Learn About White Privilege” from Channel 4’s “The School That Tried to End Racism.” The documentary showcases how young students grapple with understanding their societal advantages and the systemic racism faced by their peers. It’s a poignant reminder that privilege isn’t always visible to those who benefit from it.

Reflecting on my positionality, I acknowledge that despite my efforts to educate myself about racism, my perspectives are still shaped by my predominantly white upbringing. This brings to mind the crucial message in Akala’s Natives: Race and Class in the Ruins of Empire. Akala’s work provides a powerful critique of systemic racism and classism in Britain, highlighting how educational and career systems perpetuate these inequities.

In education, Akala points out the marginalization of Black and minority ethnic (BME) students through low expectations, discriminatory disciplinary practices, and a Eurocentric curriculum. This is echoed by Bradbury (2020), who discusses how assessment policies disadvantage bilingual learners by favouring monolingual English speakers. Both authors advocate for a decolonized curriculum and inclusive assessment policies that recognize and celebrate the cultural and linguistic assets of BME students.

The systemic barriers in career progression for BME individuals are equally troubling. Akala’s experiences align with Garrett’s (2024) research on racialized minority PhDs, which highlights discrimination, exclusion, and lack of mentorship in academia. These insights reveal the pervasive nature of institutional racism that limits opportunities for BME individuals, advocating for comprehensive reforms such as equitable hiring practices and targeted support systems.

Critics might argue that focusing primarily on race overlooks other intersecting factors like socioeconomic status, gender, and disability. While Akala does touch on class, a more intersectional approach could indeed enrich these analyses. Nevertheless, the critiques offered by Akala, Bradbury, and Garrett are well-justified, grounded in both personal experiences and empirical research, and they underscore the necessity of addressing systemic racism.

The positionality of the authors—Akala as a Black British man and Bradbury and Garrett as social justice-oriented academics—adds authenticity and depth to their critiques. Their perspectives emphasize the importance of diverse voices in the discourse on racial equity.

Viewing these issues through an anti-racist lens demands comprehensive reforms in both education and career systems. This involves adopting inclusive policies, decolonizing curricula, addressing discriminatory practices, implementing equitable hiring processes, and fostering inclusive workplace cultures. By doing so, we can begin to dismantle the systemic barriers that perpetuate racial inequities.

Akala’s Natives, alongside Bradbury and Garrett’s works, offers critical insights into the persistent racial and class-based inequities in education and career progression. Embracing an anti-racist approach means not only policy changes but also a cultural shift towards genuine inclusion and equity. As someone who continues to navigate and learn about these complex issues, I am committed to advocating for a society that values and uplifts all individuals, regardless of their race or background.

References:

Akala. (2018). Natives: Race and Class in the Ruins of Empire. Two Roads.

Bradbury, A. (2020). Understanding Assessment in Primary Education: Dilemmas for Policy and Practice. Routledge.

Garrett, R. (2024). Navigating Academia: Experiences of Racialized Minority PhDs. Academic Press.

Channel 4. (2020). Heartbreaking Moment When Kids Learn About White Privilege | The School That Tried to End Racism. [Video]. Channel 4. Available at: Channel 4

Kimberlé Crenshaw’s theory of intersectionality provides a framework for understanding how different aspects of a person’s identity—such as race, gender, socioeconomic status, and faith—interact and shape their experiences. This approach is crucial in analysing the complex ways faith intersects with other identity components, especially in educational contexts.

Intersectionality in Faith and Identity

My experiences growing up in a post-communist country illustrate how faith can intersect with other identity factors, creating a web of complex influences. In Poland, my parents’ generation faced severe discrimination for believing in God during the Soviet era. Catholicism became a unifying force against the common enemy, helping Poland eventually break free from the communist regime. However, this historical entanglement of religion and politics has had complex repercussions.

While religion once helped Poland defeat a common enemy, it has now become a significant obstacle to development and human rights. Strict anti-abortion laws and the lack of rights for LGBTQ+ individuals show how religious doctrine, when intertwined with state policies, can severely impact gender and sexual identity. This intersection creates a unique form of discrimination where individuals are marginalized for their gender or sexual orientation and for not conforming to religious norms. My parents, who are agnostic, feel anger towards how religion is used to manipulate and overpower the country. Growing up in a strictly Catholic country where fear of sin is deeply ingrained has fueled my own frustration towards religious influences, regardless of the faith.

Personal Experiences and Broader Perspectives

As an exchange student in Istanbul, I faced discrimination based on religion. My house rental lease was taken away because I was a non-Muslim from Eastern Europe. The landlord assumed that, as an unmarried person living with a man my friend, we were violating Islamic norms. Moreover, my nationality was stereotypically associated with Eastern European prostitution. This experience highlighted how faith intersects with nationality and gender, creating multifaceted prejudices that affect economic stability and social standing.

Despite these challenges, living in Turkey taught me to be more understanding of other religions. I made many Muslim friends who explained their faith to me. Although I would not choose Islam for myself I learned to respect others’ religious choices. This experience emphasized the importance of understanding and respecting various faiths, particularly in multicultural settings.

Living in diverse countries such as China, India, Hong Kong, and Norway allowed me to observe and appreciate different religious practices, despite my personal biases shaped by growing up in a politically charged religious environment. These experiences have shown me the positive aspects of different faiths and the importance of seeing beyond my internal biases.

Recurring Themes and Differing Perspectives

A recurring theme in analyzing faith and intersectionality is the dual nature of religion as both a source of solidarity and discrimination. Kwame Anthony Appiah, in his talk “Is religion good or bad? (This is a trick question),” explores this duality, suggesting that religion’s impact is context-dependent. Appiah’s perspective aligns with my experiences, illustrating that while faith can unify communities against common adversaries, it can also perpetuate societal inequalities.

In contrast, H. Jawad’s article on “Islam, Women and Sport” delves into the specific challenges faced by visibly Muslim women in sports, highlighting how religious identity intersects with gender and public visibility. This case study demonstrates that while faith can provide a strong sense of identity and community, it can also restrict opportunities and perpetuate gender norms that limit individual freedom.

Faith Considerations in Teaching at UAL

At the University of the Arts London (UAL), acknowledging the diverse religious backgrounds of students is essential for fostering an inclusive academic environment. Faith intersects with other identity components, such as race, gender, and socioeconomic status, influencing students’ experiences and needs. For example, accommodating prayer times and dietary restrictions can significantly impact students’ academic performance and well-being.

Drawing from UAL data and my teaching experiences, it is evident that understanding the multifaceted nature of faith and its interplay with other identities helps address the unique challenges faced by students. This understanding mitigates societal discrimination and enhances the overall educational experience.

Conclusion

Using Kimberlé Crenshaw’s intersectionality theory to analyse the intersection of faith with other identity factors reveals the complex and context-dependent nature of religious experiences. By acknowledging these intersections, particularly in educational settings, we can create more inclusive and supportive environments that respect and accommodate the diverse backgrounds of all individuals. This approach not only addresses immediate challenges but also contributes to broader societal change towards equality and understanding.

Reference

• Appiah, K. A. (2014) “Is religion good or bad? (This is a trick question).” YouTube [Online]. 16 June. Available at: https://www.youtube.com/watch?v=X2et2KO8gcY
• Reki, J. (2023) “Religious Identity and Epistemic Injustice: An Intersectional Account.” Hypatia 38, pp. 779–800.
• Jawad, H. (2022) “Islam, Women and Sport: The Case of Visible Muslim Women.” [Online]. Available at: https://blogs.lse.ac.uk/religionglobalsociety/2022/09/islam-women-and-sport-the-case-of-visible-muslim-women/
• Trinity University (2016) “Challenging Race, Religion, and Stereotypes in the Classroom.” Available at: https://www.youtube.com/watch?v=0CAOKTo_DOk

From a young age, I was diagnosed with dyslexia, making tasks like reading aloud or spelling nearly impossible. This diagnosis deeply affected my confidence in my writing skills, despite my educational achievements. I always dreamed of being an actress, but the fear of reading scripts aloud in rehearsals dissuaded me, leading me to pursue a non-writing field: architecture design. Throughout my studies, my dyslexia caused significant anxiety, yet my drawings spoke volumes for me. I focused on strengthening my non-writing skills, although I was often marked down due to my dyslexia.

When I moved to the UK, I aspired to work in a university setting. However, my perceived lack of writing skills, my non-British accent, and my less-than-perfect English were constant barriers. Here, one’s manner of speaking often unfairly categorizes them as less intelligent, a notion that I find frustrating. My Polish accent became another hurdle to overcome.

Learning another language with a dyslexic brain is incredibly challenging. I frequently forget words, stumble over pronunciations, and writing – let’s not even go there! Yet, I have come to understand that an accent is merely a language barrier, not a measure of intelligence or academic achievements. Fortunately, my dyslexia is hidden, allowing me to choose when to disclose it.

As Ade Adepitan wisely said, “If we give people the opportunity to shine…. the sky is the limit. What makes people disabled is not their disability… it’s society. Society is what holds us back.” This perspective resonates deeply with me and helps me connect with my students in the interior design and architecture courses I teach at CSM. Many of them face communication challenges as English is their second language. I reassure them that it’s okay not to be perfect and encourage them to describe their projects in their own words. As a tutor, I see my role as supporting and witnessing their progress, while encouraging them to be themselves.

My personal journey reflects the broader systemic issues faced by people with disabilities. For instance, the education system often fails to accommodate different learning needs, marking down students like me who have dyslexia despite their strengths in other areas. This systemic barrier prevents individuals from reaching their full potential based solely on their ability to conform to traditional academic standards.

Moreover, societal attitudes towards accents and perceived language proficiency can lead to unfair judgments about a person’s intelligence or capabilities. This is a significant barrier for many non-native speakers and those with speech-related disabilities, reflecting a broader issue of linguistic discrimination.

Like artist Christine Sun Kim, who uses a speaker to communicate because she refuses to lip-read and speak, I wish I had the courage to say, “I won’t write because it causes me so much trouble.” However, to work in higher education, writing is a necessary hurdle. In institutions like UAL, there seems to be little room for individuality with a disability.

Thanks to new technology, I can finally express my thoughts in writing. This is why I’m taking this course – to receive help in constructing grammatically correct sentences. AI serves as my echo, just as Christine Sun Kim’s speaker is her voice.

I understand how complex and unfair it is to navigate a university environment with a disability, especially since everyone’s struggles are different. This experience has fostered an even greater sense of compassion and patience within me towards my struggling students. Receiving a nomination for a teaching award this year suggests that my approach has positively impacted someone’s life. 

Text written with help of AI