How could you apply the resources to your own teaching practice?
How could you integrate the research/work your students do on this subject into your teaching/professional practice?
Can you cite examples? You will share your thoughts within your groups and comment and share further resources you use in your own context.
Visit the Shades of Noir (SoN) consider how you could use this resource in your practice and answer the questions above.
How could you apply the resources to your own teaching practice?
SoN has a rich website with manifold of resources, reading lists, statements, examples, case studies, community support, and journals and events. There are infinite ways to explore and include these resources in the classroom; given the breath of SoN and my teaching subject, I think listing intersections is a bit of a moot exercise (everything could be used in any way).
Given my own stake in decolonizing the academy, I feel particularly drawn to Elito Circa, D.Bryant Archie and Stan Squirewell.
#idlenomore
How could you integrate the research/work your students do on this subject into your teaching/professional practice?
When discussing inclusive digital design, I could use the different SoN publications to illustrate living examples, rather than relying on personas (or mock-up fictional case studies) or “extreme users”- (the awful name that is given to marginal uses in computing and software engineering design).
Can you cite examples? You will share your thoughts within your groups and comment and share further resources you use in your own context.
Hildebrandt, D. and Hindi, H., 2020. Extreme Users. Journal of Business Anthropology, 9(2), pp.407-419.
Huh, J. and Ackerman, M.S., 2009. Designing for all users: including the odd users. In CHI’09 Extended Abstracts on Human Factors in Computing Systems (pp. 2449-2458).
Pullin, G. and Newell, A., 2007, July. Focussing on extra-ordinary users. In International Conference on Universal Access in Human-Computer Interaction (pp. 253-262). Springer, Berlin, Heidelberg.
Ratto, M., Record, I., Coons, G. and Julien, M., 2014, October. Blind tennis: extreme users and participatory design. In Proceedings of the 13th Participatory Design Conference: Short Papers, Industry Cases, Workshop Descriptions, Doctoral Consortium papers, and Keynote abstracts-Volume 2 (pp. 41-44).
Read Hahn Tapper (2013) ‘A pedagogy of social justice education: social identity, theory and intersectionality’, Pp. 411-417 (and see diagram on p.426) this can be found in the blog PDF within moodle. Discuss two things you learnt from the text. And one question/provocation you have about the text.
How could you apply the resources to your own teaching practice?
Item 1 to discuss:
How could you integrate the research/work your students do on this subject into your teaching/professional practice?
Can you cite examples? You will share your thoughts within your groups and comment and share further resources you use in your own context.
Watch the Ted talk video “Witness Unconscious Bias” video.
How could you apply the resources to your own teaching practice?
Whilst the points and themes approached in the video are important and valid, I think the resource is overall too short to fit my teaching agenda. The resource is – in my opinion – not in-depth enough to offer any the required substantial value to white students; and is too traumatizing for BAME and colonized students without offering adequate support.
I would be keen to find alternative sources that are less dwelling trauma and focus more on Joy, empowerment and encourage, than making my students unnecessarily relive trauma.
How could you integrate the research/work your students do on this subject into your teaching/professional practice?
The topic is central to my pedagogical curriculum – of trying to get future innovators and digital designers to think inclusively about technology. My students are actively researching issue such as postcolonial computing, anti-racist AI design, intersectional software engineering
Can you cite examples? You will share your thoughts within your groups and comment and share further resources you use in your own context.
Review ‘Retention and attainment in the disciplines: Art and Design’ Finnigan and Richards 2016. Discuss two things you learnt from the text. And one question/provocation you have about the text.
I am glad to see that the topic of “crit” as normalizing practice in Art and Design is recognized as skewed practice. I am currently designing some dissertation peer-crit events and will revisit my brief/event planning to include the pointers from the text.
The work of Bourdieu on Race and the Arts’ replication of injustice. The quote from p.6 is excellent.
For Bourdieu, it is an ‘obvious truth’ (Bourdieu, 1991) that art is implicated in the reproduction of inequalities, and that the relationship between culture and power is such that taste creates social differences. Certain kinds of art can only be decoded, and appreciated by those who have been taught how to decode them (Bourdieu, 1984). The cultural capital of the working classes, and certain ethnic groups, is devalued and delegitimised (Bourdieu, 1984). (Burke and Mcmanus 2012, p. 21)
Furthermore the report states (same page): Bhagat and O’Neill (2011a) discuss how the concept of cultural capital is pervasive in art education within widening participation ‘where the disciplines of Art and Design as ‘creative subjects’ see themselves focusing on ‘talent’ rather than privilege’ (Bhagat and O’Neil 2011a, p.20). They posit that this view needs to be problematised and critiqued and that it is important to understand
The construction of talent and deconstruction of narratives of isolated inspiration is extremely helpful to see revisited in this fashion. Particularly being considered an elite university in the field, makes this an important and pertinent consideration to have/make. A fantastic provocation to take further on board.
Question: A methodological toolbox that emerged from the survey could be useful to replicate similar investigations in new sites/orgs/institutes.
How could you apply the resources to your own teaching practice?
I will rethink my upcoming critiques and see what changes I can make to include aspects from the report.
I am currently using clarity and transparency and student-led learning remits as a means to objectify the marking process. The report will be useful in pushing this further.
How could you integrate the research/work your students do on this subject into your teaching/professional practice?
See answer above
Can you cite examples? You will share your thoughts within your groups and comment and share further resources you use in your own context.
As I have not yet applied the resources I have no examples to cite.
However readings I am familiar with which make similar points are:
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.
Eberhardt, J.L. and Fiske, S.T., 1994. Affirmative action in theory and practice: Issues of power, ambiguity, and gender versus race. Basic and Applied Social Psychology, 15(1-2), pp.201-220.
Peer critique (that needs further racial unpacking)
Guerin, C., 2014. The gift of writing groups: Critique, community and confidence. In Writing groups for doctoral education and beyond (pp. 128-142). Routledge.
Carlino, P., 2012. Helping doctoral students of education to face writing and emotional challenges in identity transition. In University writing: Selves and texts in academic societies (pp. 217-234). Brill.
Li, L.Y. and Vandermensbrugghe, J., 2011. Supporting the thesis writing process of international research students through an ongoing writing group. Innovations in Education and Teaching International, 48(2), pp.195-205.
Catterall, J., Ross, P., Aitchison, C. and Burgin, S., 2011. Pedagogical approaches that facilitate writing in postgraduate research candidature in science and technology. Journal of University Teaching & Learning Practice, 8(2), p.7.
Ferguson, T., 2009. The ‘write’ skills and more: A thesis writing group for doctoral students. Journal of Geography in Higher Education, 33(2), pp.285-297.
Caffarella, R.S. and Barnett, B.G., 2000. Teaching doctoral students to become scholarly writers: The importance of giving and receiving critiques. Studies in Higher Education, 25(1), pp.39-52.
Mullins, G. and Kiley, M., 2002. ‘It’s a PhD, not a Nobel Prize’: how experienced examiners assess research theses. Studies in higher education, 27(4), pp.369-386.
Gill, P. and Dolan, G., 2015. Originality and the PhD: what is it and how can it be demonstrated?. Nurse researcher, 22(6).
Sikes, P., 2017. And then he threatened to kill himself: nightmare viva stories as opportunities for learning. Qualitative Research Journal.
Winter, R., Griffiths, M. and Green, K., 2000. The’academic’qualities of practice: what are the criteria for a practice-based PhD?. Studies in higher education, 25(1), pp.25-37.
Foley, D., 2006. Indigenous Standpoint Theory. International Journal of the Humanities, 3(8).
Rachel Zhou, Y., Knoke, D. and Sakamoto, I., 2005. Rethinking silence in the classroom: Chinese students’ experiences of sharing indigenous knowledge. International Journal of Inclusive Education, 9(3), pp.287-311.
Johnson, C.M., Myers, C.B., Ward, K., Sanyal, N. and Hollist, D., 2017. American Indian/Alaska Native graduate students: Fostering Indigenous perspectives in STEM. Journal of American Indian Education, 56(3), pp.34-58.
