Hunter-s PGCert Portfolio Blog

Ajaz, N. & Zakir, W. (2022). ‘Understanding Gendered Power Relations Through Transect Walk and Spatial Mapping’. Pakistan Journal of Social Research, 4(03), 372-379.

Atkins, M.J. (2013). ‘Cruising the Village: A visual ethnography of public sex between men in Manchester city centre’. PhD Social Anthropology with Visual Media, The University of Manchester. Available at: [URL where the thesis is hosted] (Accessed: [Date of Access]).

Banks, M., & Ruby, J. (Eds.). (2011). Made to Be Seen: Perspectives on the History of Visual Anthropology. University of Chicago Press.

Boellstorff, T., Nardi, B., Pearce, C., & Taylor, T.L. (2012). Ethnography and Virtual Worlds: A Handbook of Method. Princeton University Press.

Campbell, E., & Lassiter, L.E. (2014). Doing Ethnography Today: Theories, Methods, Exercises. Wiley-Blackwell.

Chalmers, F.G. (2019). ‘Cultural colonialism and art education: Eurocentric and racist roots of art education’. In Art, Culture, and Pedagogy, pp. 37-46. Brill.

Cheng, I., Davis, C.L., & Wilson, M.O. (Eds.). (2020). Race and Modern Architecture: A Critical History from the Enlightenment to the Present. University of Pittsburgh Press.

Coulson, J., Roberts, P., & Taylor, I. (2015). University Planning and Architecture: The Search for Perfection (2nd ed.). Routledge.

Deed, C. & Lesko, T. (2015). ‘Unwalling the Classroom: Teacher Reaction and Adaptation’. Learning Environments Research, 18, 217-231.

D’Ignazio, C., & Klein, L.F. (2020). Data Feminism.

Hine, C. (2015). Ethnography for the Internet: Embedded, Embodied, and Everyday. Bloomsbury Academic.

Horst, H.A., & Miller, D. (2012). Digital Anthropology. Berg Publishers.

hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge.

Lassiter, L.E. (Ed.). (2005). The Chicago Guide to Collaborative Ethnography. University of Chicago Press.

Lupton, D. (2015). Digital Sociology.

Lury, C., & Wakeford, N. (2012). Inventive Methods: The Happening of the Social.

Manning, E. (2018). ‘Me lo dijo un pajarito: Neurodiversity, black life, and the University as we know it’. Social Text, 36(3), 1-24.

Mason, O., Sarma, J., Sidaway, J.D., Bonnett, A., Hubbard, P., Jamil, G., Middleton, J., O’Neill, M., Riding, J., & Rose, M. (2023). ‘Interventions in walking methods in political geography’. Political Geography, 106, 102937.

Pink, S. (2015). Doing Sensory Ethnography. Sage Publications.

Pink, S. (2017). Doing Visual Ethnography. Sage Publications.

Quan-Haase, A., & Sloan, L. (Eds.). (2022). The SAGE Handbook of Social Media Research Methods. SAGE Publications Ltd.

Rose, M. (2017). ‘Women walking Manchester: Desire lines through the original modern city’. Doctoral dissertation, University of Sheffield.

Rose, M. (2020). ‘Pedestrian Practices: Walking from the Mundane to the Marvellous’. In Mundane Methods, pp. 211-229. Manchester University Press.

Spradley, J.P., & McCurdy, D.W. (2021). Conformity and Conflict: Readings in Cultural Anthropology. Pearson.

Thanem, T. & Knights, D. (2019). Embodied Research Methods. Sage.

Tickamyer, A.R. (2020). ‘Feminist Methods and Methodology in Agricultural Research’. In Feminist Methods and Methodology in Agricultural Research, pp. 239-250. London, UK: Taylor and Francis.

Vannini, P. (Year). Nonrepresentational Methodologies. [Please add publication details].
“

Sarah and myself proposed this phd studentship proposal to UAL as funded project based on somatic methodologies and transect walk for pedagogical innovation. This is a direct and related outcome of this unit.

The proposal is currently under review for consideration by the Doctoral School at UAL.

Ajaz, N. and Zakir, W. (2022) ‘Understanding Gendered Power Relations Through Transect Walk and Spatial Mapping’, Pakistan Journal of Social Research, 4(03), pp.372-379.·     

Atkins, M.J. (2013) ‘Cruising the Village: A visual ethnography of public sex between men in Manchester city centre’, PhD Social Anthropology with Visual Media, The University of Manchester. Available at: [URL where the thesis is hosted] (Accessed: [Date of Access]).Banks, M., & Ruby, J. (Eds.). (2011) Made to Be Seen: Perspectives on the History of Visual Anthropology. University of Chicago Press.

Boellstorff, T., Nardi, B., Pearce, C., & Taylor, T. L. (2012) Ethnography and Virtual Worlds: A Handbook of Method. Princeton University Press.

Campbell, E., & Lassiter, L. E. (2014) Doing Ethnography Today: Theories, Methods, Exercises. Wiley-Blackwell.·      Chalmers, F.G. (2019) ‘Cultural colonialism and art education: Eurocentric and racist roots of art education’, In Art, Culture, and Pedagogy, pp. 37-46. Brill.·     

Cheng, Irene, Davis, Charles L., and Wilson, Mabel O., eds. (2020) Race and Modern Architecture: A Critical History from the Enlightenment to the Present. University of Pittsburgh Press.·     

Coulson, J., Roberts, P., & Taylor, I. (2015) University Planning and Architecture: The Search for Perfection (2nd ed.). Routledge.·     

Deed, C. and Lesko, T. (2015) ‘’Unwalling’ the Classroom: Teacher Reaction and Adaptation’, Learning Environments Research, 18, pp.217-231.·     

D’Ignazio, C., & Klein, L. F. (2020) Data Feminism.·     

Hine, C. (2015) Ethnography for the Internet: Embedded, Embodied, and Everyday. Bloomsbury Academic.·     

Horst, H. A., & Miller, D. (2012) Digital Anthropology. Berg Publishers.·     

hooks, b. (1994) Teaching to Transgress: Education as the Practice of Freedom. Routledge.·     

Lassiter, L. E. (Ed.). (2005) The Chicago Guide to Collaborative Ethnography. University of Chicago Press.·     

Lupton, D. (2015) Digital Sociology.·     

Lury, C., & Wakeford, N. (2012) Inventive Methods: The Happening of the Social.·     

Manning, E. (2018) ‘Me lo dijo un pajarito: Neurodiversity, black life, and the University as we know it’, Social Text, 36(3), pp.1-24.·     

Mason, O., Sarma, J., Sidaway, J.D., Bonnett, A., Hubbard, P., Jamil, G., Middleton, J., O’Neill, M., Riding, J. and Rose, M. (2023) ‘Interventions in walking methods in political geography’, Political Geography, 106, p.102937.·     

Pink, S. (2015) Doing Sensory Ethnography. Sage Publications.·     

Pink, S. (2017) Doing Visual Ethnography. Sage Publications.·     

Quan-Haase, A., & Sloan, L. (Eds.). (2022) The SAGE Handbook of Social Media Research Methods. SAGE Publications Ltd.·     

Rose, M. (2017) ‘Women walking Manchester: Desire lines through the original modern city’ (Doctoral dissertation, University of Sheffield).·     

Rose, M. (2020) ‘Pedestrian Practices: Walking from the Mundane to the Marvellous’, In Mundane Methods, pp. 211-229. Manchester University Press.·     

Spradley, J. P., & McCurdy, D. W. (2021) Conformity and Conflict: Readings in Cultural Anthropology. Pearson.·     

Thanem, T. and Knights, D., 2019. Embodied research methods. Sage.·     

Tickamyer, A.R. (2020) ‘Feminist Methods and Methodology in Agricultural Research’, In Feminist Methods and Methodology in Agricultural Research, pp. 239-250. London, UK: Taylor and Francis.·     

Vannini, P. (Year) Nonrepresentational Methodologies. 27

My ethics agreement with my participants does not permit me to share these. My Course Tutor and Unit lead has been offered a copy of my dataset an substitute for this.

Is this not a paradox or oxymoron?

Research Title: Reconciling Legacy and Progress: Action-Researching Action Research in Higher Education

Action research presents a challenging methodology for me as a graduate of Lancaster University Management School, an institution closely associated with its role in the advancement of action research within the military-industrial innovation sphere; and also AR being notably linked to World War II weapons development in the United States challenges me.

In light of this background, I aim to undertake an action research intervention that critically examines the concept of Action Research itself within the context of a certification dedicated to promoting inclusivity and social justice.

To achieve this, I plan to incorporate ethnographic-anthropological “transect walks” as a methodology. These walks (with a fellow PGCerter) will involve physically traversing different spaces within the university campus, deliberately engaging with the university’s physical environment to understand its history and its impact on inclusivity and social justice. Transect walks will allow me to connect with the university’s physical and symbolic spaces, gaining a deeper understanding of their influence on my positionality.

Through this intervention, I intend to create a sense of ambivalence, symbolically exploring how to employ tools with a complex historical legacy within a framework of reconciliation and inclusivity.

My passion lies in the meta-level analysis, and this multifaceted project, which involves critiquing the methodology, the unit, and the university while operating within the medium of their own production, aligns with my intellectual interest in depth and reflexivity. It not only has the potential to transform the university environment but also to inspire similar initiatives in the broader field of higher education, incorporating innovative methods like transect walks to inform critical research and action.

Ajaz, N. and Zakir, W., 2022. Understanding Gendered Power Relations Through Transect Walk and Spatial Mapping. Pakistan Journal of Social Research, 4(03), pp.372-379.

Chalmers, F.G., 2019. Cultural colonialism and art education: Eurocentric and racist roots of art education. In Art, culture, and pedagogy (pp. 37-46). Brill.

Cheng, Irene, Charles L. Davis, and Mabel O. Wilson, eds. 2020. Race and modern architecture: A critical history from the Enlightenment to the present. University of Pittsburgh Press.

Coulson, J., Roberts, P., & Taylor, I., 2015. University Planning and Architecture: The search for perfection (2nd ed.). Routledge.

Deed, C. and Lesko, T., 2015. ‘Unwalling’ the classroom: Teacher reaction and adaptation. Learning Environments Research, 18, pp.217-231.

hooks, b., 1994. Teaching to transgress: Education as the practice of freedom. Routledge.

Manning, E., 2018. Me lo dijo un pajarito: Neurodiversity, black life, and the University as we know it. Social Text, 36(3), pp.1-24.

Mason, O., Sarma, J., Sidaway, J.D., Bonnett, A., Hubbard, P., Jamil, G., Middleton, J., O’Neill, M., Riding, J. and Rose, M., 2023. Interventions in walking methods in political geography. Political geography, 106, p.102937.

Rose, M., 2017. Women walking Manchester: Desire lines through the original modern city (Doctoral dissertation, University of Sheffield).

Rose, M., 2020. Pedestrian practices: Walking from the mundane to the marvellous. In Mundane methods (pp. 211-229). Manchester University Press. Tickamyer, A.R., 2020. Feminist methods and methodology in agricultural research (pp. 239-250). London, UK: Taylor and Francis

The data was collected through the method of a 1:1 transect walk/dérive, and the data way harvested through the medium of a MS Teams Call Recording (Video and Audio).
(See ethics documentation for a definition of psychogeography, the dérive and transect walks.)

The participants (2) and I spoke into my mobile device which recorded the video and sound feed straight into the UAL could storage system. Each transect walk/derive took 30-40 minutes.

I used the auto-transcribe function provided by MS Teams and then a LLM system to turn my transcript into a “smoother” legible transcript text.

I used stills from the video feed in my presentation to illustrate some of the talking points.

To protect my participants I removed the sound file and acellerated the video into a 1minute GIF. This enabled me to give my audience an insight into the data collection without revealing any personal or sensitive information.

Reflection on the data collection method:

I am very satisfied with the methodology and methods that developed and employed in my research, which presents a novel perspective on the potential applications of ethnography in art and design.
This approach effectively integrates my background in ethnographic anthropology, contributing in new and original ways to both academic scholarship and educational pedagogies. I firmly believe in the necessity of comprehensively understanding the educational environments we engage with before initiating any projects aimed at decolonisation or addressing injustices within the classroom.
Only having a thorough grasps of the sites in which we seek to perform education will create the possibility for any subsequent attempts in fostering justice and inclusivity in educational settings.

My study, therefore, focuses on conducting a comprehensive intellectual, affective, and emotional analysis of the contexts in which we teach.

Additionally, my research extends to examining the specific course in which I am now occupying a leadership position. My degree (Computational Arts) has been identified as a priority for investment by the university.

This report aims to transcend academic theory as it pertains to this unit and instead also  offer practical insights for the ongoing refinement, design, and investment in the pedagogical framework of my department.

Moreover, the incorporation of artificial intelligence in my research methodology (through transcription and some experimentation of AI supported data-coding of mine) has been extremely fruitful for me as a teaching academic.
While this side-experiment of mine extends beyond the immediate scope of this ARP Research Project unit, contemplating AI assisted research has provided substantial insights and food for thought.

It has opened avenues for contemplating how tools like machine transcription and large language models might revolutionise qualitative research methodologies. (Againg, going beyond the scope of this research intervention).
However, this additional aspect of my research, which I plan to elaborate upon in the future components of this course (MA -provided I get a place on the course), highlights an emerging area in research that promises to significantly influence qualitative research methods.

I am immensely grateful and excited to have had the the opportunity to explore this from the dual perspectives of both a student and an instructor.

https://artslondon-my.sharepoint.com/:p:/g/personal/h_brueggemann_arts_ac_uk/EcywtV-ngj1Jituyn5KhhM4B0vxOO1sMs8pUKnWKJvGutA?e=eJ4qCu