Pedagogy_______Position?

“The more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can transform it. This individual is not afraid to confront, to listen, to see the world unveiled. This person is not afraid to meet the people or to enter into a dialogue with them. This person does not consider himself or herself the proprietor of history or of all people, or the liberator of the oppressed; but he or she does commit himself or herself, within history, to fight at their side.”― Paulo Freire, Pedagogy of the Oppressed

Cohort introduction presentations, 11.01.2023, explaining who they are, through their practices and interests, how they intersect with the course and what they wish to explore.  An insightful session, each persons themes and thoughts, what they were curious, highlighting similarities despite different subjects and approaches.  A consensus of concern formed, how can we create change within UAL, an institution presided by assessments in a financial framework?

A diverse the mix of people and backgrounds, from other departments and disciplines, business or science practising in a commercial arts education. Many presentations reflecting their pedagogic practice centred on inclusivity and diversity, considering ways in which teaching can take into account students from diverse backgrounds. How we can challenge the standard hierarchies often found in institutional teaching and explore from a student perspective.

Group discussions followed, keen to explore this topic further I joined ‘Is it possible to encourage the radical change needed to tackle social and environmental injustice within a dominant structure such as a university?’. A debate was generated about the values of teaching in a commercialised environment, some viewing teaching as political, creating students as future agents of change. Though UAL presented themselves as an inclusive institution many felt it is rhetoric for positive publicity highlighting insecure contracts in comparison to other universities. The conversation quickly diverted to views on capitalism and radial change.

What could be radial change? With a male dominated Eurocentric history in my own personal learning, what had I missed and following the linear path by extension my students. Had I denied them the opportunity for my students to speak natively as highlighted by Victoria Odeniyi – arts.ac.uk/__data/assets/pdf_file/0032/359339/Reimagining-Conversations_FINAL.pdf 

John Holberstam in his introduction to ’The Undercommons’ argues recognition and acknowledgment of those on the margins of dominant systems and structures is not the end goal, it is to dismantle those systems and structures that oppress. It’s impossible to see now with those structures in place, we can only see the new world without them “what we want after ‘the break’ will be different from what we think we want before the break” (p.6). 

How can I break down my own structures to become an agent of change, addressing cultural diversity through methods of care, exploring alternative paradigms such as feminist ethics or care ethics, emphasising care to others. “Caring is understood as everything we do directly to help others meet their basic needs, develop of sustain their basic capabilities and alleviate or avoid pain or suffering in an attentive, responsive, and restful manner” Daniel Engster.