Race

This short clip is of my local High Street. Living here means I live in one of the most diverse parts of London. I love living here, there is a richness of culture from all over the world. Having lived in the area for the best part of 16 years after living in different parts of London I feel that being a part of this area in particular has opened my eyes to what it truly means to live within a diverse community. I would say Deptford has a unique spirit like no other! As with many parts of London it has gradually been gentrified. This could be called progress and no doubt it has brought this to the neighbourhood. I will not discuss gentrification in any detail as that is a whole other topic and blog post! However, what comes with this in a place like Deptford is a sense that white fragility and white ignorance is an undercurrent. I myself feel this as a white person seeing how the population interacts and lives together on this one street and, whilst there can be tension at times, generally there is a sense of harmony. So, I would say this is how the spirit of a place stays alive holding true to the changes within as worlds collide and people coexist.

Considering that I teach international students I can be aware of the racism my students experience, yet I do not fully and never will fully understand. Yet living here in this little pocket of London I see how people co-exist within one street sharing habits, customs and cultures. In that sense I feel it’s part of how I see myself professionally by trying to bring the sentiments of this into my teaching practice as I strive to work on my Allyship.

Reading review: SoN: Discourse the Power of Language and Communication

Immediately I am drawn to the journal ‘Discourse the Power of Language and Communication’. As a Language Development tutor this journal is a rich resource of material for me, now as a student, and also professionally as teaching material, so it totally floats my boat! Added to this I am already familiar with this particular journal as my respected colleague at the Language Centre, Claire Hiscock has jointly peer reviewed and contributed to the journal. She offers informative insights into our field and, I might add within the team at the Language Centre, so I can relate to her experiences.

‘I want to look at this struggle differently. As an English teacher the Art and Design tutors at my university frequently grumble to me that their international students have ‘problems with grammar’ and that more and ‘better’ grammar should be taught and students work corrected for ‘grammar mistakes’. Over time I have come to believe that this means ‘The students are expressing themselves in ways which I am not familiar, and this makes me uncomfortable.’ It makes me uncomfortable because their language differs so completely from what I’ve always been used to and have been taught to accept without questioning – is what English should be?’ Claire Hiscock (SoN, 2018:21)

I agree with Claire up to a point here, and I have often heard exactly the same, as though students will be able to function better if only they can improve grammar and then all will be solved. Part of learning any language is of course in part about learning grammar, many students who learn English have already learnt a lot of grammar. Our role is not to teach this within the traditions of language learning but to facilitate students with what they already know. We enable them to develop their English language use around the academic skills required to function as well as considering aspects of university life. I would argue however that I have come across tutors (and I have likely previously said this in another blog post) who are through no fault of their own are unaware of what it means to teach and learn a language. I see it that better or more training and even mandatory inclusive practice training could help. It would also empower those who feel unsure of how to manage students with English as an additional language creating a shared space for dialogue that does not skirt around the problems this can cause for both teacher and student.

This entire journal could be used in a variety of ways, as I have mentioned before in other blog posts, any text can be adapted to fit into Language Development sessions dependent on the context in which it is to be used. Where possible when a text is used to support students within their course it can be related to a students’ unit brief. This would be discussed with the course leader or lecturer to find out if it is appropriate. It can also be used as part of a prepared short course. I would be inclined to consider using this journal initially to support reading for research skills, this would involve skimming and scanning a text, note taking and summarising. This then leads to writing skills. I would ask students to find their own article to read, summarise it and bring this into a small group for discussion. Ideally raising a question about the text to bring criticality into the curriculum.

Another option could be to adapt and use a part of the journal as a stand- alone or used to add to a current unit brief. This would be discussed with the course leader or lecturer. The questions posed at the beginning of the journal “1. What do certain words represent in society” etc… (SoN, 2018: 9) could be used as with higher level students as a stand-alone to look at Language in context. A session could include vocabulary acquisition moving onto discussion, research skills and/or Harvard referencing. For lower level students, I would reduce some of the questions adapting these to use more accessible vocabulary as well as take some of the glossary rather than all as a way to look at the vocabulary within specific terminology.

Having taught Academic English classes that run over the course of 6 weeks, choosing a particular article would be appropriate for any one of these courses as a valuable addition to current content. See: https://www.arts.ac.uk/study-at-ual/language-centre/english-language-development-for-ual-students/academic-english-skills

As with all SoN journals the route to decolonising the curriculum is at the forefront of my mind when I consider using this in a teaching context. Key questions posed at the beginning of the journal from ‘1. What do certain words represent in society’ etc… (SoN, 2018: 9) could be used to this end as they raise important valid questions for all and are perhaps more pertinent for a student who is developing language and communication. For example a session with higher level students as a look at language in context through vocabulary acquisition moving onto discussion. For lower level students, I would reduce some of the questions adapting these with more accessible vocabulary as well as taking some of the glossary (rather than all) as a way to look at this language within the specific terminology.

I will in future try and remain resolute advising students to try to use SoN journals as a source for research if it fits in with the work they are doing.

References:

Shades of Noir (2018) Discourse the Power of Language and Communication. Available at: https://shadesofnoir.org.uk/journals/discourse-the-power-of-language-and-communication/ (Accessed 15th June 2023)

Reading Review: A Pedagagoy of Social Justice

“Last, but certainly not least, I am appreciative of the thousands of students I have worked with in intergroup educational programs over the years. Students are always the best teachers.” (Hahn Tapper, 2013: 411)

This I feel is where my heart lies as a teacher and so I identify with the sentiment from Hahn Tapper.

This article is inspiring and raises many questions for me within my role and current practice. The teaching pedagogies and approach to developing the courses written about is exciting, progressive and fills me with hope. How do these approaches relate to the many students who come to UAL within the current new world order? Do the ideas fit into the current zeitgeist with the students I teach at UAL? I would argue that they do and that it is possible to adapt some of these ideas.

Given that the groups in this article also come from or identify with parts of the world where there has been war and conflict for many years it is also a wonderful achievement to bring these groups together in this way. It is almost a Utopia for education! This approach is one that could be brought into educational settings across the world. Could or would UAL be one of those brave enough to adopt these?

Another quote that resonates for me is:

“Teachers and facilitators are understood to be guiding, rather than leading, students through this process, assisting in steering the experience while not actually piloting it in a top-down, dictatorial manner, always using and reinforcing academic methods of critical thinking along the way.” (Hahn Tapper, 2013: 415)

Considering that many international students bring cultural expectations of what teaching and learning is from their own previous context, which could be similar to the above as ‘top down’. I argue that there can be a tendency for this group to not to be ‘seen’, in that not as intersectional individuals but rather as a group with certain traits that can be misunderstood or misinterpreted due to certain prejudice or an unconscious bias. That said I use the term ‘unconscous bias’ with trepidation after watching the video from one of our sessions with Professor Shirley Tate ‘Whiteliness and institutional racism: Hiding behind unconscious bias’ (CriSHET, Nelson Mandela University, 2018) I now see and feel how this term is potentially outdated and should be looked at by universities. This article and the success of the courses detailed by Hahn Tapper could go some way to address this issue adding to reframing inclusivity.

When he discusses the ideas of a Friere that one of ‘his most important arguments is that students’ identities need to be taken into account in all educational settings’ (Friere, 2006 cited in Hahn Tapper 2013: 414) is in part key thinking to successful inclusivity. ‘They should not be approached as if everyone in the classroom, including the teacher, is starting from the same place in terms of social status and identity.’ (Ibid).

As for how I could use this article in a professional context I am not sure it would resonate within a session for students, rather it could be beneficial for teacher training. The potential to consider ‘The Core Pillars of the Organizations Pedagogy of Social Justice Education’ as detailed in the article would be a good starting point.

Reference:

Hahn Tapper. A.J. (2013) A Pedagogy of Social Justice Education: Social Identity, Theory, Intersectionality and Empowerment. Conflict Resolution Quarterly, Vol 30, no 4, Summer 2013. DOI: 10.1002/crq.21072

Reading Review: Witness: unconscious bias UCU

Firstly, as this video has been made by UCU and as a member of this union the video for me demonstrates one reason why I have supported strike action over the past few years. Equality as part of the 4 fights campaign in the UCU literature is broken down into ‘nationally agreed action to close the gender, ethnicity and pay gaps’. This covers many areas so without giving more detail from the UCU at this time it is a least a call to have an Allyship and call for change.

Secondly, watching this video fills me with a mix of recognition and disappointment. Recognition because I can see how at our university and many others there has been and continues to be a lack of representation within teaching staff and academics in senior positions. Despite policy such as the current Anti-Racism strategy at UAL, which the cynic in me sees as a ‘tick box’ exercise, I would argue this does at least go some way to acknowledge there is a problem. The university has been called out as institutionally racist as per some of the testimonials and interviews in SoN which have highlighted this as well as posts on social media #ualsowhite. As to disappointment this is because it looks as though for academics this is the status quo. Dr Josephine Kwhali says she has been aware of racism since the age of 4, so what has truly changed for her? As a senior academic she is in a position to effect change and so I salute here as with Professor Shirley Anne Tate, these women are inspiring.

At the Language Centre (LC) where we are responsible for teaching the international cohort there are no teachers of colour, the majority of teachers are white middle aged men or women (I of course include myself as part of this group). Those that were people of colour or women have sadly left as they were either made redundant due to departmental restructure or felt as black women unable to use their voice and at times were stereotyped and seen as a ‘trouble maker’ when they spoke up. This is disappointing to say the least. Currently I do not have much optimism that the LC will be able to effectively implement significant change other than to talk about being seen to be doing something. How can we be effective if the staff do not have representation? I believe we should be at the forefront of progressive change and this can happen as discussions have recently opened with centre managers and the Dean. Let’s hope!

Reference:

UCU – University College Union (2016) Witness: unconscious bias. Available at: https://www.youtube.com/watch?v=Y6XDUGPoaFw (Accessed: 21st June, 2023)

Reading Review ‘Retention and attainment in the disciplines: Art and Design’ Finnigan and Richards 2016.

Two things I learnt from the text

“I wasn’t expecting to be left to do projects completely on your own. I was expecting more guidance with it being first year and I didn’t know what kind of work they were looking for.” (Yorke and Vaughn 2012, p. 24 cited by Finnigan & Richards, 2016)

This is the issue as highlighted above that I see daily. At UAL it could be argued that even more so on Foundation (FE) courses. Once again from my perspective as a Language Development tutor this is one of the main points some international students express when attending LD classes. Often I am clarifying what is being asked in a project brief, breaking down what students are confused by or unsure of. It is often pertinent with many students from China as there is a tendency for their expectations to be that they will receive specific instructions and guidance to follow to achieve a pass or a particular grade. As a result there can be a mix of stress and confusion with the realisation that there is a certain ‘freedom’ and as such this is not learning, even though the holistic approach that is often used with Art and Design education is meant to open up a student creatively.

“The ‘crit’ can be a very intimidating experience for the students, although it is a formative opportunity for them to gain feedback on their work.” (Finnigan & Richards, 2016: 8)

It can be an issue for many English language learners who may struggle with the idea of a ‘crit’. Especially as it can expose their use of language to not only the tutor but also those in the group who are fluent or proficient. I have had several tutorials over the years where students express a lack of confidence and a concern about the ‘crit’ and feel that they are not a good student because it is a challenging experience. Students often do have the linguistic ability but lack confidence, and are capable. It’s more of a case of adapting to this style of assessment and what is expected.

A question

“There is a need to continue to train and support new staff who bring industry experience and their own creative practice but also will be working with large diverse groups of students within the studio.” (Finnigan & Richards, 2016:9)

Although given time constraints within the curriculum and given the fact that many tutors are HPL or fractional staff, what is the university providing to facilitate the current Anti-Racism strategy? Whilst there are progressive steps within this strategy how much of it will be possible to implement? The case studies highlighted progressive steps that have been taken which are encouraging. Given that the Inclusive Practice unit is one of these interventions at UAL, I want to know how can this with ongoing institutional backing be a visible part of staff development on a termly or yearly basis within teaching teams? This is also a question for me as Language Development is included as part of the Equality, diversity and inclusion strategy (EDI).

Reference: Finnigan. T. and Richards. A. (2016) Retention and attainment in the disciplines: Art and Design. Higher Education Academy Transforming Teaching, Inspiring Learning.

Reading Review: SoN around Race

The interview with Dan Holliday (SoN, Peekaboo we see you : Whiteness, 2018: 48-51) can be used within a specific course such as Academic English Skills (AES). The images alone could be used initially as a starting point without text as a lead into the topic of Anti-Racism with the interview text as follow on for reading skills. Moving students into then producing a poster or other artwork for example, could be relevant to their position as an international student and would also be a good use of this article.

Added to this, the piece by Linda Stuart (SoN, Peekaboo we see you : Whiteness, 2018: 16-21) had an impact and so I would use this to aid discussion and raise awareness with colleagues, depending on the context as it could hopefully bring some interesting discussions. If I’m honest I’m not sure how it would fit into staff training unless it where presented within a context that looked not just at this but other areas concerning Anti-Racism. For example, some of her initial questions at the beginning of the article could perhaps be used within a staff training session framed (as within the journal) around Whiteness. ‘Is it your job to define whiteness and its borders?’, ‘Can whiteness be visible and not be an authority?’. It would have to be a considered and balanced session to look at how staff see themselves as professionals. Given that I have already mentioned that the Language Centre does not in my opinion Represent it could challenge my colleagues by taking a deep dive into how we see ourselves.

Perhaps another way to consider this journal is how we can also share knowledge of resources and materials that look at artists and designers form a less Euro-centric or Western perspective. Many of the Language Centre teaching staff do not come from a creative background or are practicing artists and designers. I have studied Graphic Design although this was many years ago I still have a keen interest in Art and Design. Many of my colleagues come from a mix of disciplines unrelated to the creative industries and still bring a richness of skill and knowledge. However opening up conversations with students and lecturers to share a ‘bank’ of work from creatives around the world could add to our knowledge base. This could mean the standard teaching methods and tools used by the EAP teachers could be further developed to fit into the Art and Design context. In my practice I try to include international artists and designers, often taking clues from briefs set by courses to see if I can find articles or imagery that could be relevant. For me by using say Ai Wei Wei, Kenya Hara, Yayoi Kusama and Yohji Yamamoto as a reference point (inspired in part by briefs though more often from students I might add!) can be a starting point. Even though it could be argued that these are already very well known in a western context by referencing these significant names could be a way to work on the ‘visible whiteness without [too much] authority’.  

Reference:

Shades of Noir (2018) Peekaboo We See You Whiteness (pg 48-51, pg 16-21.) Available at: https://issuu.com/shadesofnoir/docs/peekaboo_we_see_you_whiteness (Accessed: 26th June 2023)