I Have added my completed ethical action plan, this has been edited in accordance with the feedback suggested by Mallika Kanyal.

This document is a chance for you to begin shaping your project while thinking through its ethical considerations, implications, and responsibilities. We know this might feel early in your action research journey, but this short plan is here to help pin down your ideas and work-in-progress.

Use whatever writing format that suits you – lists, bullet points, statements or paragraphs – and follow the suggested links stated alongside some of the questions for guidance.

A good starting point is the BERA Guidelines for Educational Research, fifth edition (2024) alongside the ‘Ethics Files and Resources’ on Moodle.

When you’re ready, email your draft to your allocated tutor 48 hours in advance of you first group tutorial in the week commencing 6 October 2025, so it can help guide the focus of discussions and support your project development.

Name: Danny Treacy

Tutor: Mallika Kanyal

Date: 03.10.2025

What is the working title of your project? Also write a few sentences about the focus of your project.   ‘Making Space’   One of the project’s focuses is to discover if there is a need for a space that is designated as a ‘breakout space’ external to our teaching spaces. This space would function on one hand as a workspace, where projects that could not be undertaken in the classrooms can happen. Another function of the space, would be a place to sit, think, gather thoughts, as an antidote to the busy teaching space where classes happen.   The other project’s focus is to discover, via participant feedback, if the existence and accessibility of the space will be of value to the students who have an ISA in place, and whose learning requirements specify that they require to leave classes intermittently. I want the space to function, unofficially, as a place for students with ISA’s to be able to go to, when they feel that they need to leave the class.   There is currently provision in many student’s ISA’s that they may leave class frequently, but there is never any designated space to go. I feel that this is an issue, as there is little thought or concern to the lack of belonging that one may feel when leaving a teaching area temporarily, but without a sense of direction or purpose. Of course, this is speculation, and would need to be researched further, by asking questions.   Therefore, it is my hope that the project will both result in creating a space that students utilise to be able to make, create, and discover a sense of ownership and belonging in the spaces where they study.

What sources will you read or reference? Share 5 to 10.   Oldenburg, R. (1989) The Great Good Place. Cambridge: Da Capo Press.   Bayeck, R. (2022) Positionality: The Interplay of Space, Context and Identity. International Journal of Qualitative Methods Volume 21: 1–9.   Bhambra, G, Gebrial, D and Nişancıolu, K. (2018) Decolonising the University. Pluto Press. National Student Survey and Course Student Survey (Online).   https://dashboards.arts.ac.uk/dashboard/ActiveDashboards/DashboardPage.aspx?dashboardid=cb332ce6-830c-452d-a1c1-5aca5c1828a2&dashcontextid=637169217954162575   (Accessed 15.10.2025).   Jones, L, Holmes, R, Macrae, C and Maclure, M. (2010) Documenting classroom life: how can I write about what I am seeing? Manchester Metropolitan University.   Converse, J, Presser, S. (2011) Survey Questions. Sage Research Methods.   British Educational Research Association [BERA]. (2024). Ethical Guidelines for Educational Research (5th ed.). www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2024

What action(s) are you planning to take, and are they realistic in the time you have (Sept-Dec)?   I will create a focus group of students, to ask them if they would like to option of a breakout space/making space.I will also use an existing case study from a previous student’s requests and outcomes, that were benefitted by the creation of a workspace external to teaching spaces. I will be presenting the above cases to present to the Dean, in attempting to be granted permission to develop the space.I will then propose to the Dean that there is a requirement for the space and request our course creates a designated space to respond to student needs.I will also frame this to respond to student’s need in accessing a quiet space, for the students who need time out from class, as in agreement with their ISA.I envisage that the space will be quite simple, with the provision of desk space, a supply of simple mark making and sketching materials as a free resource for students to access.  I will co-create this space with the students who formed the focus group.   I do think that these plans are realistic in the given timeframe. They have changed since my previous intervention proposal. This was largely due to my previous proposal feeling slightly over ambitious and unrealistic in terms of space and staff allocation, and time as a resource. I would like to complete the project proposal within the timeframe; however I understand that this may be limited to the student consultation and data collection. The second phase which comes after the ARP, could be the creation of the space, as well as gathering feedback and reflections on the space’s usage.

Who will be involved, and in what way? (e.g. colleagues, students, local community…). Note, if any of your participants will be under the age years of 18yrs, please seek further advice from your tutor.   Students, in providing feedback via the National and course student surveys. Also in questionnaires or as a focus group, when I seek to investigate if my proposed intervention would be required, utilised, or helpful.   Colleagues, in providing feedback and collating their experiences and observations as to whether a there is a perceived benefit to my proposed intervention, and if it is a sustainable plan, in terms of resource allocation and maintenance.   Dean of School, in seeking permission to carry out my proposed intervention, as it requires a small amount of space designation and usage. Though I feel that this will have a positive benefit to student experience.

What are the health & safety concerns, and how will you prepare for them? https://canvas.arts.ac.uk/sites/explore/SitePage/42587/health-and-safety-hub https://canvas.arts.ac.uk/sites/explore/SitePage/45761/health-and-safety-policieRs-and-standards   After reviewing the UAL guidance, there are very little health and safety concerns, particularly as the project does not include the introduction of any dangerous materials or machinery.   However, I will complete a risk assessment form, if the project gets approved by the Dean.   I will also position in the space a list of the numbers of the support services at LCF, so that if required by student, it is on hand and readily available. However, it is important to stress at this stage that the intention of the space is to allay any feelings of distress, not increase them.

How will you manage and protect any physical and / or digital data you collect, including the data of people involved? https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#consenthttps://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#privacy-data-storage     I have created a participant consent form. The gathered data will only be used for the purpose of the project. I will anonymise the data gathered.

How will you take ethics into account in your project for participants and / or yourself? https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#responsibilities-participants https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#responsibilities-sponsors https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-fifth-edition-2024-online#responsibilities-wellbeing See Emotionally Demanding Research PDF on Moodle       I will need to consider the ethics of contacting students who have ISA’s in place, to ask if they think it is something of benefit. I have scheduled a meeting to speak with the student disability advisor to discuss this issue.

* The form itself is around 300 words, so with your additions the total length will come to a maximum of about 1,050 words.

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Research into existing spaces.

Following the conversations in the first workshop of the unit, I would like to acknowledge and thank fellow PGCert student Gem Smith for suggesting that I should look at the LCC Library, and in particular the whiteboard installed there in an attempt to generate a better sense of belonging for students.

Gem also kindly emailed me some pictures that she took, two examples below:

Gem’s suggestion inspired me to research the LCC library. This then inspired me to research other spaces that attempted to create a welcoming environment in the use of architecture, objects, signage, and space.

Some of the images are below.

The use of spaces to generate a sense of belonging has been informed by my research into ‘Third Place theory’. A theory first posited by Ray Oldenburg.

Oldenburg’s text inspired me to research the existing spaces that exist in the LCF East Bank building that are designed to generate a sense of wellbeing. This led me to the ‘wellbeing Room’.

I found the wellbeing room to be quite depressing.

The image below is of the space that I propose to utilise in my action research project. As you can see in the image, it does not currently have a use, other than an unofficial storage space for rails. There is a sink and desk space in this area which are not used and which I believe have great potential.

I often find that I need to put things into lists, as a way to try to create a plan and to structure my thinking around a subject.

ARP Action Plan:

Enquiry:

Is there a need for such a space?

Contact FSP alum, ask her for her insights into the benefits that the temporary FSP project space gave her.

Look at CSS/NSS feedback, to review comments on east Bank/facilities/spaces.

“No space to experiment or make something” – Free text comment from CSS 2023/24 student feedback.

Available at:

https://dashboards.arts.ac.uk/dashboard/ActiveDashboards/DashboardPage.aspx?dashboardid=abba7f9b-cb21-40a8-93b6-9244192e22f8&dashcontextid=637169217954162575

Accessed 09.10.2025 (online).

Student feedback from current cohorts.

Hannah Leddy feedback?

Research:

Existing spaces that function in a similar way.

LCC library.

V&A Storehouse

3^rd place theory

Lack of such places at East Bank – ‘wellness room’ …

The project as social purpose, embedding social purpose in the course philosophy.

Intervention:

Resources bid – paper, pens, whiteboard, markers, signage – all provided and maintained by FSP.

Put a notice about student services with QR code and email, to be pinned to the wall, as a form of support.

Approach Dean to see if it is possible.

Co-created with students.

Reflection:

Conversations with students who have used the space.

Observations on the space usage, record of the marks made/words.

The first workshop session in the unit was highly valuable as we were able to discuss our evolving ideas for our interventions. On reflection, I found that my original idea for the intervention was problematic. This was due in part to an unrealistic timescale, as I did not previously realise just how short we all were on time in order to complete the intervention. Furthermore, I cam to realise that my intervention idea was going to be too resource heavy, with time and budget as very limited resources available to both myself and my teaching team.

During the course of the workshop, I reviewed and edited my ideas for the intervention, and subsequently for the entire action research project. As we discussed our ideas in groups, I explained that my intervention had evolved into a response that considers belonging as an aspect of social purpose in the teaching spaces at LCF. In particular, I have observed that there is a lack of spaces on the course that I lead for students to go to if they feel overwhelmed or if they want to work in a space that requires that ability to make a ‘mess’. Anecdotally, students have commented in class that while East Bank functions well as a building, it can at times feel sterile or soulless.

With the above in mind, I am using the action research project as a means to investigate student’s sense of belonging, and whether this can be improved by a small intervention in our teaching spaces, by designating a ‘breakout space’ for students to occupy at times when they may feel overwhelmed, or need a space to sit and think, with the added option of making work that cannot be made in the usual teaching spaces.

As a result of conversation with tutors and peers, I left the session feeling in a much more positive and knowing place when visualising the project’s intentions and reach.

1645 Words

Introduction:

This report reflects my position as course leader on the Fashion Styling and Production (FSP) course at London College of Fashion.

The report’s intentions are:

1. To address the awarding gap that is ongoing on the course, particularly in level 6.

2. To encourage a greater sense of belonging on the course.

1. The course currently has an awarding gap of 21% between Home White students and Home Black, Asian and Minority Ethnic (B.A.M.E) students who are awarded first or 2:1 degrees. The Ethnic Representation Index 2023, found that average the nationwide average was 12.3%. One its key aims is to drive change in addressing this institutional and structural issue at UAL, stating all students must “feel a sense of belonging”. (Mba, Lloyd-Barsley, Weigel, Longville, 2023)

2. Students have previously responded via the National Student Survey, that their sense of belonging on the course and in the college is low. This creates a series of challenges such as low attendance and attainment, which exacerbates the awarding gap.

Positionality:

The intervention I propose reflects my position as a British white male, I am aware that my position has the potential to unintentionally negatively impact the intervention. Therefore, I have attempted to ensure that my position does not impede the intervention design. I have conducted research and liaised with colleagues at LCF, to reduce any negative influence that my own position or preconceptions may have on the intervention proposal.

In my academic practice, I bring my values of inclusion and equity wherever possible. I come from a working-class background, as a result, I do not take my privilege as a course leader for granted. I am aware that education for many students is an incredibly difficult space to navigate, with the rising costs of education and living. This is further impacted by the pressures of finding employment, both during university education and immediately after graduation.

Context:

I propose a mixer event for students across all years of the course that I lead. The intervention will have gaming at its core, gaming as a form of community building and to foster a sense of belonging for all students on the course. I have previously co-designed two mixer events between the FSP and Creative Direction for Fashion (CDFF) course. While the previous mixer events were moderately successful, I feel that there is much more that can be done. It is with the added experience on this PgCert, and the Inclusive Practices unit, that I now feel empowered to enact positive change. I see the intervention, with its focus on belonging, as a form of social justice, with the aim of the mixer to address the two points raised in the report’s intentions. 

Reflection:

I had a tutorial with Amberlee Green, where we discussed the aims and intentions of the intervention. Of particular use was the discussion around how structured the mixer should be. I had originally planned that there would be an element of structure. However, on discussing the intention behind the event, to encourage the students to view the teaching spaces differently, and to see them as ‘their’ spaces, we decided that as limited a structure as possible was beneficial. The title ‘Teaching out, Social in’ came up as a potential, I like this a lot.

When discussing the intervention in our group presentations, I found helpful feedback from my peer group. When discussing structure and the previous mixers, I mentioned that they typically had an ‘ice breaker’ activity, but that this too felt like too much of a structured teaching type aspect of the event. One peer stated that they “live in fear of the ice breaker.” I think that ice breakers can be unhelpful and perhaps produce awkward situations. This is particularly relevant when we think about language.

A key aspect of my reflection is language. I lead a course that has a large international student cohort. I am aware from previous experience that activities with a social emphasis can rely on language, the ‘ice breaker’ for example. Therefore, I propose the use of gaming to circumvent the focus on language as a means of communication and socialising. During one of the previous mixers, I noticed that when one student brought out a pack of cards, there was an instant shift in the group dynamic: The space became more relaxed with the focus on the card game itself; the initial explaining of rules, playing the game, and conversation during the game. To summarise, interaction took place during the game that achieved the desired outcome of the mixer: socialising.

What I found particularly powerful, was that during the game play, the student who had brought out the pack of cards discussed their home and the fact that card games and different forms of gambling were part of their family dynamic, as they all worked in or owned bars and clubs in Los Angeles. So, in effect, the game initialised a wider conversation about heritage, family, place, and culture.

The emphasis on gaming in my intervention is something new to me. Therefore, I wanted to understand more about the social aspect and value of games and gaming.

I discovered that much contemporary discourse on gaming considers the idea of ‘communities of play’. On watching a recording of research conducted at Texas University A&M University, the speaker commented on the social value of game play for the audience, as well as the players, which can “support meaningful engagement in smaller groups”. (Hamilton, Garretson, Kerne, 2014) I had not considered the spectator aspect of gaming and found it highly relevant to the intervention. The presenter stated that to have a space to engage in the observation of game play can lead to conversations formed around interests, cultural backgrounds, relationships and social media data, thereby allowing participants to form smaller sub-communities outside of the game play itself.

This is something that we also reflected on in the group presentations, whereby the gaming is in a sense secondary, it is a vehicle that allows the social aspect to take place. As an audience, spectators can observe without the pressures of needing to engage directly, while allowing conversations to evolve.

The emphasis in the intervention will not be about a ‘winner’ or ‘champion’. Rather, it will be about fun, with the intention of breaking down institutional barriers.

Inclusive Learning

I referred to the UAL website Belonging Through Compassion, developed by Liz Bunting and Vikki Hill. This emphasises the value of community building activities as a form of social justice. It suggests that creating spaces for socialising encourages students to “get to know us, each other, themselves and our interconnectedness”. (Bunting, Hill, 2025) I hope that this will result in a greater sense of belonging, thereby improving attendance and attainment.

Furthermore, the concept ‘third place’ is prevalent within gaming contexts as well. Ray Oldenberg coined the term, which he defined as “a great variety of public places that host the regular, voluntary, informal, and happily anticipated gatherings of individuals beyond the realms of home and work.” The key emphasis on third places is that they “promote social equity by their informality, provide a setting for grassroots politics, create habits of public association, and improve well-being.” (Oldenberg, 1989, 2023) In this context, the mixer event can be viewed as an inclusive ‘third place’.

Evaluation & Conclusion:

Returning to language, I am aware of my own blind spot regarding the many student positions and identities. Of relevance here are perceived language barriers, social and cultural norms. To overcome my own blind spots as much as possible, on July 1^st 2025, I met with Dr. Eve Lin and discussed my ideas in relation to their research paper. Eve shared their perspective that how quietness is perceived, usually by white teaching staff, reflects a cultural power imbalance, particularly regarding Mandarin speaking students. Eve mentioned that from an East Asian perspective, education is centred on passive learning. Students in East Asia are taught not to speak out. Therefore, we discussed the importance of not singling out students to encourage them to speak in front of others in the mixer. Eve suggested this would be “actually quite cruel”. In East Asia, to speak out is to be punished, so quietness is not due to shyness, it is rather due to not wanting to make a mistake.

Eve suggested inviting students to bring snacks, to use food a s away to communicate, as food is the central social ritual in East Asia. Food and eating can therefore be viewed as a form of communication. With this in mind, I intend to invite students to bring snacks, something that they like, to go with the games that they like.

We discussed the pressures placed upon international students to achieve high grades, that this can overwhelm the social aspect of university life. However, Eve pointed out that regardless of the student’s priorities, in terms of grades and degree, they need to understand the need for social skills in terms of teamwork, networking and team building to succeed in industry. In this light, the mixer can be framed to develop social skills and networking. We both agreed that this could be a helpful ‘hook’ to encourage all students to attend the mixer event.

While, in tutorial discussion, Amberlee suggested that to invite students to bring a game that reflected their personality or taste would be a good addition to also asking students to bring a game that related to their culture or family, as the word family may be a trigger for some students.

Therefore, I will ensure to make it explicit that the activity is a social context, not education, as then students will not feel they are being observed or tested, so they will hopefully feel more secure and relaxed in the mixer. While I will invite students to bring a game that is not dependant only on family or culture.

References:

Mba, D , Lloyd-Barsley, C,  Weigel, A  , Longville, S. Ethnic Representation Index 2023.

Available at:  arts.ac.uk/ethnicrepresentationindex   

(accessed 01.07.25)

Hamilton, W. Garretson, O. Kerne, A. Streaming on twitch: fostering participatory communities of play within live mixed media. 2014.

CHI ’14: CHI Conference on Human Factors in Computing Systems. Ontario, Canada.

Available at: https://dl.acm.org/doi/abs/10.1145/2556288.2557048

(accessed 27.06.25)

Oldenburg, R. The Great Good Place 1989/2023. Available at: https://www.pps.org/article/roldenburg (accessed 27.06.25)

In conversation with Dr. Eve Lin. On their paper An Autoethnographic Narrative of Chinese Students’ Quietness: A Reflection on Experiences of Learning and Teaching in Fashion. (Lin, 2024) 01.07.2025.

Bunting, L & Hill, V. Belonging Through Compassion

Available at: https://belongingthroughcompassion.myblog.arts.ac.uk/teaching/ (accessed 30.06.25)

During this unit, I have noticed in the workshops, blogs, and in conversations, how despondent and frustrated people are feeling on the subject of the awarding gap. It appears that the scale of the awarding gap is the main factor in feelings of despondency. There is also the consensus that the awarding gaps are not being acknowledged; that not enough is being done to address this systemic and structural issue.

I can relate to feeling despondent, but I would like to suggest that there is much that we can do, and we must do what we can, where we can, and when we can, regardless of our role. Recently (12.05.25) I was in a meeting with the Head of College (LCF), the Dean, Programme Director, Head of Quality, etc. The reason? The course that I lead is under review, due to substantial awarding gap between ‘white’ and ‘B.A.M.E.’ students. The purpose of the meeting was to discuss and review the actions that had been made in the past few months to attempt to reduce this gap. Once this was done, there was a space for me to share my concerns/issues. I find the acronym B.A.M.E. to be extremely problematic, so my first response in the meeting was to let them know this, and whenever the acronym came up, I made a point of using it in its full wording, not as an acronymised version. UAL still uses this term, despite that in early 2021, the Commission on Race and Ethnic Disparities published a report in which it found that terms like BAME were “no longer helpful and should be dropped”. (Sahi, N 2023)

In this space I let it be known that it is remarkable that I did not know of these gaps previously, and that this revealed the lack of action that was being taken on a college wide level to address this systemic issue. I stressed that a systemic problem needs an urgent college and university wide proactive approach, as opposed to the current reactive tactic of putting out fires where they show up, via course reviews. Further to this, I stated that the problem with approaching the awarding gap on a course level, is that any positive work done is siloed, not shared with other courses. So, this means that successful approaches are not nurtured or capitalised upon. Therefore, doing nothing to reduce the gap as a college wide strategy.

It’s not that easy to say to the head of college that not enough is being done, particularly when you suffer from imposter syndrome. I get imposter syndrome when eating a bar of chocolate that contains more than 20% cocoa. However, the head of college responded that my point was noted, appropriate, and timely. Apparently, there are discussions currently taking place about developing workshops and initiatives to tackle the awarding gap. So, my point is, that despondency is actionable, dissent is healthy, and it’s okay if you are more Cadburys than Lindt.

References:

Sahi, N. 2023. BAME no longer acceptable. Available at: https://rswlaw.co.uk/bame-no-longer-acceptable/ (Accessed: 09.06.2025)

As a course leader, I want to utilise the intervention to tackle a challenge that I am aware of on a course level.

Students have responded, via the National Student Survey (NSS), that their sense of belonging on the course, and in the college is low. I think that this creates a series of further challenges such as attendance and attainment. This further negatively impacts the course as a whole and the teaching team.

This year, I have worked with the course leader from Creative Direction for Fashion on a series of course ‘mixers’. These have been low key events, largely conversational, where we encourage students from across the three year groups to meet and mingle, with the hope of forming friendships and potential collaborations.

While they have been moderately successful, I feel that much more can be done, particularly when it comes to creating an inclusive space where those students who might prefer non-verbal forms of interaction and engagement could enjoy the activity. In this instance, I am thinking about our international students, for whom English is a second or third language. I am also thinking about students who experience forms of neurodivergence.

During one of the previous mixers, I noticed that when one student brought out a pack of cards, there was an instant shift in the group dynamics. There was a focus on the cards, the initial explaining of rules, playing the game (in which I partook), and during the game, interaction took place that in essence achieved what we course leaders had desired, laughter, getting to know one another, etc.

This got me thinking about gaming as a social activity. So, based on previous social events, I want to design another mixer event, an intervention with gaming at its core, as a form of community building.

Faith, Religion and Belief.

For this blog post, I am reflecting on the intersection of positionality, faith (including lack of), dress, and freedom of expression. These topics all resonate on both a personal and professional level.

To begin with intersectionality, on reading Crenshaw’s article, Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color, it struck me that faith was not factored as one of the aspects of identity that may lead to discrimination and/or disadvantage. Rather, the concept focused more on race, gender, sexuality and social class. However, reading Rekis’ article, Religious Identity and Epistemic Injustice: An Intersectional Account, was useful in gaining insight into the role that religion plays in intersectionality. Of particular relevance was the role that the institution can play in creating a discriminatory environment. As someone who works at London College of Fashion, the concept of having to suppress one’s identity via clothing, due to “anticipated negative prejudices against religious adherents” (Rekis, 2023) is worrying, particularly as LCF celebrates dress as a form of creative expression.

Recently, UAL released the annual Course Student Survey (CSS) results. The course that I run received 98.1% and 89.8% in Year 1 and 2 when asked the question: ‘How free did you feel to express your ideas, opinions, and beliefs’. (Dashboards, 2025) I am happy with this response, as course leader, one of my priorities is to encourage freedom of expression.

This brings me to my own positionality, my lived experience; I was brought up in a multi-faith family, a mix of Irish Catholicism and Lithuanian Judaism. I fully understand and appreciate the way in which faith became a way for my grandmother, a working-class immigrant living in the suburbs of Manchester, to form friendships and community. I understand now that faith became a type of ‘value-based practice’ for my Nanna. I loved and respected my Nanna deeply, she was a ‘good catholic’, she was all about kindness, generosity, seeing the good in people, none of the infamous catholic guilt, and none of the fire and brimstone bullshit.

However, I have no faith, I have no religious beliefs. I have included a recent selfie of me while at work wearing a particular t-shirt. I took this after reflecting on the PgCert workshop discussions on faith and freedom of speech. Though I don’t believe in the existence of a deity, I enjoy the sentiment behind this rather fatalistic statement.

So, although I have no faith, does this mean that I am unable to step outside of my own beliefs and appreciate the beliefs of others? Absolutely not, education is a discourse, and that discourse involves different perspectives, views and opinions. However, this cannot be taken for granted; UAL has recently shied away from engaging in any discourse regarding events in Gaza. UAL student, Rahul Patel stated on the decision to occupy Central Saint Martins in 2024, due in part to UAL’s reluctance to engage in such discourse “there is no neutral position on genocide”. Discourse must continue.

References:

Rekis, J. (2023) Religious Identity and Epistemic Injustice: An Intersectional Account.

Cambridge University Press.

UAL Dashboards:

https://dashboards.arts.ac.uk/dashboard/ActiveDashboards/DashboardPage.aspx?dashboardid=16bbf59e-acd3-495a-8aca-2cdcdb86eba9&dashcontextid=637169217954162575

(online, accessed 30.05.2025)

Students occupy London’s Central Saint Martins in pro-Palestine protest. (17.05.2024)

The Art Newspaper

https://www.theartnewspaper.com/2024/05/17/students-occupy-londons-central-saint-martins-in-pro-palestine-protest

(online, accessed 30.05.2025)

Treacy, D. (2025) Selfie.

I found the prospect of writing this post about disability the most difficult, even after watching the suggested material to accompany this subject. After attending the second workshop session, I began to understand why this might be:

A helpful class discussion was on knowledge; Knowledge can be either Embodied or Acquired, this was new to me. As I now understand it, from the discussions during class, Embodied knowledge is lived experience; difficult to express but highly valuable, while everyone is an expert in their own area of experience. I really appreciated this take on embodied knowledge, as a creative practitioner outside of my teaching practice, my practice is very much informed on embodied knowledge, so much so that this extends into the research that underpins my practice, including the embodied knowledge of others.  Regarding acquired knowledge, I now understand this as academic, or learned knowledge. While this interests me, it does not excite me, as embodied knowledge does. It was good to know that this unit’s emphasis is on the latter.

Returning to disability, and including positionality, I now realise that my discomfort of writing about or commenting on disability arises from my complete lack of embodied knowledge in this area. I am an able bodied, white male. I have never experienced any form of disability, even temporarily.

So, on reflecting on my own positionality, and lack of embodied knowledge, I have a complete blind spot when it comes to disability. As a result, disability is probably something that I do not consider in my teaching practice as much as I should.

Anecdotally, last year a student in the year 3 cohort had an ISA in place, due to ongoing health conditions, which resulted in constant pain. I was aware of the student’s situation and of course informed the rest of the teaching team. However, on reflection, I found myself forgetting to check in at a venue in the planning stages of an off-site visit, to consider the size of the venue, to consider if regular breaks would be needed for any students with disabilities, or to consider if the site was on a first floor, that may be inaccessible. Perhaps there was an assumption that the venue had already ‘taken care’ of this, however my blind spot still remained. When watching the interview ‘Intersectionality in Focus: Empowering Voices during UK Disability History Month 2023’, Chay Brown states how even simple considerate actions such as “asking people what their access needs are” can create a more inclusive space and experience for those with disabilities.

In conclusion, I understand from the workshops, that people are disabled by barriers, and that these barriers can be environmental, attitudinal, or procedural. Therefore, to re-align my attitude to scheduling activities, I always need to consider my own blind spot regarding disability considerations, to consult with the student/s, not presume what may be required.

Reference:

Intersectionality in Focus: Empowering Voices during UK Disability History Month 2023. December 13 2023. YouTube (Online). Available at: https://www.youtube.com/watch?v=_yID8_s5tjc&t=318s (Accessed 05.05.25)

Record of Observation or Review of Teaching Practice        

Session/artefact to be observed/reviewed: Group tutorial

Size of student group: 3 menswear students working collaboratively

Observer: Danny Treacy

Observee: Rory Parnell-Mooney

 

Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action.

Part One
Observee to complete in brief and send to observer prior to the observation or review:

What is the context of this session/artefact within the curriculum?

This observation took place at the final group tutorials for the year two menswear collaborative design project, where three menswear design students worked together to design a three-look capsule collection that included textile/craft elements.

How long have you been working with this group and in what capacity?

I have been the menswear year 2 tutor since September 2024, so I have taught these students one previous 10-week project.

What are the intended or expected learning outcomes?

This session was to work through the students’ designed collections and make sure they have an appropriate fabric allocated for each garment and whether or not that garment has textile processes included. The session also should field any final submission questions the students have as well as facilitate the viewing of physical portfolio and look book examples.

What are the anticipated outputs (anything students will make/do)?

The session is more a final conversation about the design work the students have created in the last 8 weeks and the garments they will now construct in the coming two weeks.

Are there potential difficulties or specific areas of concern?

There are sometimes tensions to be conscious of between menswear students but also between the textile students and the menswear students, It’s important to be constructive and motivational at this point in the project rather than too critical of what is presented.

How will students be informed of the observation/review?

They were told verbally before the tutorial took place

What would you particularly like feedback on?

Teaching style, tone of voice, motivational vs critical

How will feedback be exchanged?

Via email/this form

Part Two

Observer to note down observations, suggestions and questions:

Observations: The students were in a group tutorial/presentation setting. The room was organised so that the students all sat around a large table and presented their work in progress. The students were discussing their processes and approaches. Rory conducted the session well, by offering suggestions to the student based on the work presented. Rory was good at gently pushing the students to respond to the reasons why they chose a particular process/method in their design practice. The students often presented textile responses using a particular process, such as crochet, Rory’s tone in his responses was encouraging, while he questioned the student’s choices and approaches.

Rory was leading and taking notes throughout the session, offering suggestions, to inspire the students. There were also times when the students who were part of the group were offering suggestions to each other. It was good to see that this was an inclusive space, where student suggestions are welcomed.

Rory prompted the students, asking them technical questions, when the students did not know how to resolve a technical issue, Rory would always suggest solutions, and let the students know where in East Bank they could go to work on a specific technical application of their designs. Signposting students is a very important and helpful aspect of student engagement.

Suggestions: There were lots of questions about the student’s intentions with their designs, this sometimes resulted in confusion as to the student’s intention. Perhaps it would be helpful if all students produced a page of their intentions for their final designs, as research.

Some students were more prepared than others and did present their intentions on laptop screens or on sheets of paper, which was more successful in helping them communicate their intentions for their designs. Perhaps this could have been done to follow on from the presentations that they had previously done before the session started, so that there was a continuation and development of their learning.

Feedback for each student could be timed, for parity, and to successfully manage the timing of the session.

One student utilized a dummy mid-way through the presentation, to bring their design into a more three-dimensional form. It might have been an idea to instruct all students to prepare ahead of the session by presenting their work in progress, perhaps each one using a dummy (if available). Alternatively, it could be engaging for the students to use each other as test models. This did happen part way through the session, spontaneously, perhaps it could be a directive, to encourage each student to be included as inhabiting the looks, as a fitting.

Questions: How are the students recording the tutor feedback, so that it can be acted upon, as a form of scaffolding? The group tutorial was conversational, which is good, but it could have been beneficial for a student to take turns at taking notes from the many suggestions that were offered by Rory as problem solving. Student who are not directly part of the feedback at this time can become quite passive and removed from the discussion, so electing students to take turns in transcribing helpful suggestions during feedback can be a helpful way to keep everyone engaged.

Rory took lots of notes, on a page of A4, that was combined for all the students. How would each student make use of the notes, are they for student use and reference or are they for Rory to track the student’s development and progress?

It would be perhaps more helpful if each student received an individual sheet of paper, as opposed to all feedback on one sheet.

Part Three

Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:

This observation highlighted several strengths in my approach to leading a group tutorial and facilitating student discussions. I am pleased that my efforts in encouraging students to articulate their design decisions were acknowledged. Ensuring that students critically engage with their work and can justify their processes is a key aspect of their development as designers. I aim to create an environment where questioning feels constructive rather than intimidating, and I am encouraged by the feedback that my tone was supportive and inquisitive rather than directive.

The observation noted that the session fostered a collaborative atmosphere, with students actively contributing feedback to one another. This peer-to-peer engagement is something I value highly, as it encourages independent critical thinking and collective learning. I will continue to cultivate this inclusivity by prompting students to engage with each other’s work more explicitly. One potential strategy could be to assign students specific roles, such as being responsible for offering a constructive suggestion to a peer before I provide my own feedback.

A suggestion was for students to prepare a written statement of their design intentions prior to the session. I agree that this would help clarify their direction and provide a stronger foundation for discussion. In future sessions, I will implement this by asking students to bring a brief written outline of their design intentions, which can serve as a reference point during the tutorial. This will help eliminate ambiguity and provide a clear starting point for deeper discussions as i do think sometimes things are lost in translation when asking students questions that they have not had time to prepare answers to.

Another point raised was the variation in student preparedness. While some students presented their work digitally or in print, others were less structured in their presentation. To address this, I have been setting clearer expectations before tutorials, encouraging students to bring their work in a format that allows for a more structured and effective critique, it is tricky to then put this preparedness into practice in the tutorial or crit space as you are almost dealing with the hand you have been delt in terms of what the student brings to the space, there is further reflection to do on this and how to create parity across crits when the work brought to the crit space varies greatly.

Danny’s feedback also suggested timing each student’s feedback to ensure parity and better session management. While I strive to be flexible and responsive to each student’s needs, I recognize the value of structured time allocation. Going forward, I will introduce a timed format for student presentations, ensuring that each student receives a fair share of attention while maintaining fluid discussions, perhaps this could be told to the student before the session, in person and a private timer set so that i know when we are nearing the end of the discussion and can start to bring things to a natural conclusion as I feel students feel great pressure when they can see a ticking clocks and ‘their’ time running out.

Regarding the use of mannequins or live models, the observation noted that students spontaneously utilized a dummy mid-way through the session, which enriched their understanding of form. This is an excellent point, and I plan to integrate this as a standard practice. I will instruct students to prepare by presenting their work in progress on a mannequin or by using a peer as a model. This will encourage a more hands-on approach to their design process and help them consider the three-dimensionality of their work from an earlier stage.

A significant area for development is how students record and act upon feedback. While I took general notes during the session, the observation highlighted that students who were not receiving direct feedback at that moment might become passive. To address this, I will introduce a system where students take turns transcribing key feedback points. This could be in the form of a shared document or a rotating note-taker system, ensuring that all students remain engaged, and that feedback is documented for future reference.

Additionally, the feedback suggested that providing individual feedback sheets for each student could be more effective than compiling notes on a single page. I see the value in this approach, as it would offer students a clearer reference for their own progress. Moving forward, I will ensure that each student receives a personalized feedback summary, either digitally or on paper, to aid their development and self-reflection.

Overall, this observation has provided valuable insights into how I can refine my teaching approach within the tutorial space. While I am pleased with the collaborative and inclusive environment fostered during the session, I recognize the need for clearer preparation guidelines, structured timing, and improved feedback documentation. By implementing these changes, I aim to enhance student engagement, ensure more effective learning outcomes, and further develop my own practice as an educator. I look forward to incorporating these strategies into future sessions and evaluating their impact on student learning and participation.