Reflection
My tutor commented on my blog posts, describing how they ‘entice the reader with reading and raising the question, but then it then it stops’. This succinctly reflected my own frustrations, we discussed about the difficulty of tackling wide ranging and encompassing issues in only 250 words, skimming only the surface.
Here is an attempt to delve further into the issues discussed, adding some form of conclusion, what did I take from each as a teacher and what’s the outcome?
£ducation Value(s)
James Wisdom’s discussion on ‘The Context of Higher Education’ shed light on the financial benefits of studying a degree, not just for students but for the economy as well. Despite the fact that UK citizens can earn 37% more in the future with a higher education degree, the financial incentives are not reflected in the study of the Creative Arts. Furthermore, negative viewpoints currently impacting the university sector have led the UK Government to focus more on supporting Further Education than Higher Education. Mr. Wisdom’s thought-provoking question of whether student satisfaction surveys truly measure the quality of teaching has left us pondering. Finally, his melancholic future Higher Education predictions leave us hoping that he was incorrect in his assessment. The economics and commercialisation justification of education, though necessary to discuss, left me feeling irksome. No wonder my students are increasingly focused on attainment, education as a purchase.
Pedagogy_______Position?
The group discussions delved into the possibility of encouraging radical change within a dominant structure such as a university. The debate centered around the values of teaching in a commercialised environment and the need for social and environmental justice. Many felt that the rhetoric of inclusivity presented by UAL was not matched by the reality of insecure contracts, and the conversation evolved into a discussion about capitalism and radical change. The initial energy I felt regarding the discussion soon gave way to thoughts of how could this change happen, its beyond the physical realms of our institution. What do our students think about such radical change?
COHORT-RISK-OUTCOME
The first cohort session highlighted the importance of teaching with integrity and promoting ethical behaviour among students. We discussed the need to encourage risk-taking and experimentation, while avoiding turning learning activities into performative tasks. Exploring approaches to designing and planning for learning across different levels and teaching modes. Thinking about how to re-write my briefs, the session underscored the need to balance the development of project themes and physical outcomes with the communication of ideas to improve students’ work for assessment.
OBJECTive?Learning?Fun?
Through the exploration of Object Based Learning (OBL), I questioned the inclusivity of this student-centered approach and how it can be used as a universal teaching tool across different subjects. I proposed using play as a way to transcend cultural and subject boundaries, allowing for a more interactive and inclusive learning experience. Ultimately, my aims were to develop observational skills, visual literacy, design awareness, team working, and drawing skills through the use of OBL. I did not fully succeed, play should be a catalyst and not the outcome.
More COMPASSIONate?
Compassion in education means noticing and responding to social and physical distress in others with the commitment to reduce or prevent it. This also applies to assessment and feedback practices, which should be reimagined for a social justice-oriented, relational, and compassionate approach. Compassionate feedback requires honesty, precision, and sensitivity to the unique needs and experiences of each individual. By acknowledging our own limitations and biases, we can respond with compassion, create a safe and supportive environment for our students, and instil change.
That’s Entertainment
It is important for me as an educator to expose students to a variety of teaching styles and perspectives, to hopefully develop a more nuanced and inclusive view of the world, while still fulfilling my duty to care for the whole person, not just their academic achievement. Passion does not only come from teachers, but also the students inner desires and the subject matter, perhaps more time should be focused on exposing both to them.