jocowellpgcert

In todays Tutor Group we reflected on love, care and belonging in education. The session felt intimate and personal as we split in to various small groups to discuss thoughts and ideas arriving from the source materials and previous conversations.

Choosing from a range of references I focused mainly on ‘Ethics of Care’ as summarised by D’Olimpo.

D’Olimpio sets out ‘The Ethics of Care’ as a feminist approach, challenging the dominant moral theories of the 18^th and 19^th Century.

Both prevailing theories, Deontology (Kant) and Bentham’s Panopticon, are based on the idea of rational and logical agency. Whereas ‘Ethics of Care’ encompasses emotions in moral life and is situated in ‘the real world’ taking account of the influence relationships on moral decision making.

How does this relate to my teaching practice?

To ignore the emotional quality of learning and engaging with a creative practice that’s so personal (ie. Art and design) feels incomplete.

‘Ethics of Care’ feels so relevant to teaching at a time when so many students are isolated and struggling. Acknowledging the importance of care within the student/ teacher relationship is key to ensuring students feel supported and engaged.

With one group I discussed further student/ teacher relationships within the context of care and dramatic friendships. We explored potential issues around these relationships related to boundaries. We spoke about connection and networking, and the tension between authentic and forced/ inauthentic relationships.

In another group we were set the task of creating a proposal around caring and belonging. We devised and Ice Breaker exercise, drawing on elements of sessions we’ve been involved in which worked well and theories around compassionate pedagogy.

Ice Breaker (for around 6 students who have never met, in a digital learning environment)

• Tutor to introduce themselves (their pronouns) and set out the ‘netiquette’ for the session. Helping students feel clear and comfortable about the expectations for the session.
• All students asked to share an emoji in the chat to express how they’re feeling. A small signpost that students can bring their whole selves (beyond their identities as students in this session) to the space.

In her explanation of how Thich Nhat Hanh’s ideas shaped her own thinking on engaged pedagogy, bell hooks describes his approach as one which, ‘emphasised wholeness, a union of mind, body and spirit.’ _{(HOOKS, 2017)}

• Break out groups – students put into pairs. Each pair to learn the name, pronoun and a fact about the other. (fact could be anything and could be adapted depending on the workshop. Such as, what are you most excited about at the moment? What’s lead you to this workshop? etc)

• Students brought back and asked to share their partner’s name, pronoun and fact with the group on a white-board.
• Now each student must draw a line from their own section on the white-board to someone else’s and then explain the connection.
• At the end of the session student’s asked to write a short, positive reflection on the contribution of the individual whose name is above theirs on the participants list.
• After the workshop students will be asked to reflect on how connected they felt during the session.

We devised this Ice-Breaker session around the ideas feeling valued and building relationships.  We considered students feeling seen and finding connections with other students from which meaningful conversations and support can emerge.

‘Encouraging students to acknowledge each other and show affirmation when a positive thought is shared. If you strengthen the relationships within your classroom, you’ll create a more inclusive learning environment’ _{(Meier, 2021)}

Fostering a sense of connection and community seems more important than ever as session are delivered online to many students in different parts of the world who may never have met in person.

‘Belonging and relationships are pivotal to success at university.’ _{(Andrews, Clark and Thomas, 2013)}

In my last group of the session we discussed the difficulties associated with teaching in the online space and issues around the value of what we are delivering without face to face teaching.

We spoke about individualism Vs collectivism and how these ideas impact on teaching and learning spaces online. We went on to discuss colonialism, competition and privilege and how these can be embedded in curriculum and teaching structures.

Reflecting on todays session, I particularly enjoyed the intimate nature of working in small brakeout groups, allowing time and space for more in-depth discussion.

_{Hill, V., Bunting, L. and Arboine, J., 2021. Fostering belonging and compassionate pedagogy. [ebook] UAL. Available at: <https://www.arts.ac.uk/__data/assets/pdf_file/0019/223417/AEM3_FBCP.pdf> [Accessed 14 May 2021].}

_{Hooks, B., 2001. All about love. Harper Collins.}

_{HOOKS, B., 1994. TEACHING TO TRANSGRESS. New York: Routledge.}

_{Andrews, J., Clark, R. and Thomas, L., 2013. What works? Student retention and success. [ebook] Available at: <https://www.researchgate.net/publication/276406516_What_works_Student_retention_and_success> [Accessed 17 May 2021].}

_{D’Olimpio, L., 2019. Ethics Explainer: Ethics of Care – The Ethics Centre. [online] THE ETHICS CENTRE. Available at: <https://ethics.org.au/ethics-explainer-ethics-of-care/> [Accessed 17 May 2021].}

_{Meier, D., 2021. The Definition of Inclusive Learning. [online] The Classroom | Empowering Students in Their College Journey. Available at: <https://www.theclassroom.com/definition-inclusive-learning-6460867.html> [Accessed 17 May 2021].}

_{Hill, V., Bunting, L. and Arboine, J., 2021. Fostering belonging and compassionate pedagogy. [ebook] UAL. Available at: <https://www.arts.ac.uk/__data/assets/pdf_file/0019/223417/AEM3_FBCP.pdf> [Accessed 14 May 2021].}

_{THE ETHICS CENTRE. 2021. The Ethics Centre – Bringing ethics to the centre of everyday life. [online] Available at: <https://ethics.org.au/>.}

_{2019. Opportunity blocked: how student opportunities and SUs relate to student life, belonging and outcomes. [ebook] Available at: <https://wonkhe.com/wp-content/wonkhe-uploads/2019/10/Opportunity-blocked-FINAL-min.pdf> [Accessed 21 May 2021].}

_{Rowe, M., 2008. Micro-affirmations & Micro-inequities. Journal of the International Ombudsman Association, 1.}

I found my first meeting with my tutor group a positive and stimulating experience. Hearing from a range of creatives about their UAL roles, as well as their personal practice was the hilight for me.

In my presentation I gave a very brief introduction to myself and my practice, followed by a summery of and reflection on the article, How inclusive is object-based learning? By Jenny Lelkes, Spark: UAL Creative Teaching and Learning Journal.

I first listed the main points I took from the article. Namely, how LCF librarians were applying, questioning and developing Mida and Kim’s (2015) model of OBL.

I then reflected on what I took from the article as well as questions and ideas raised for me regarding my own teaching practice.

One point the article hi-lighted to me was the key role the objects and images we choose to show students, in shaping both their learning and sense of belonging.

‘representing a range of contributors to the field and in doing so showing that voices from different cultures, genders, races and backgrounds are present and valued.’

_{(Key principles of inclusive teaching, 2021)}

As such, when sourcing examples and references for students I will consider not only the relevance to the technical learning objective but the provenance of objects and their potential to be inclusive and inspiring to students from different backgrounds.

_{Ctl.ox.ac.uk. 2021. Key principles of inclusive teaching. [online] Available at: <https://www.ctl.ox.ac.uk/inclusive-teaching> [Accessed 17 May 2021].}

_{Lelkes, J., 2021. How inclusive is object-based learning?. Spark: UAL Creative Teaching and Learning Journal, [online] 4. Available at: <https://sparkjournal.arts.ac.uk/index.php/spark/article/view/110/196> [Accessed 17 May 2021].}

_{Mida, I. and Kim, A., n.d. The dress detective. Bloomsbury Visual Arts.}

No, by any measure nerd status would not be afforded here.

However, after attending my first PG Cert taught session I was surprised (and kinda proud) that I found the talk from James Wisdom the most fascinating.

I definitely wouldn’t define myself as someone who goes in for charts and stats, but after being involved in creative HE for almost a decade (mainly as a student and latterly on the teaching side), a glimpse into the bigger picture of HE in the UK and some insights into its links with policy was a real eye opener.

I was particularly interested in James’s examination of the HEPI report. _{(Demand for Higher Education to 2035, 2020)} Which predicts a continuation of the growth in demand for HE over the coming decade. With a focus on the uneven regional distribution of this demand across England, and It’s implications for the governments ‘Levelling-up agenda’; The report touches on some different ways the government might respond to this growth (or increased cost as those in government would see it). Explaining that any caps or minimum entry requirements are likely to be; ‘felt most by those students from disadvantaged backgrounds’.

I found this interesting as these ideas tap into wider questions about the role of universities and whether/ how they can be a tool for social-mobility.

I’m definitely interested to learn more about HE policy, as well as the social implications and links between policy, widening participation and inclusion in HE.

Nerd status: pending.

_{2020. Demand for Higher Education to 2035. [ebook] Available at: <https://www.hepi.ac.uk/wp-content/uploads/2020/10/Demand-for-Higher-Education-to-2035_HEPI-Report-134_FINAL.pdf> [Accessed 17 March 2021].}