My intervention is to embed inclusive practices in planning an MA Fashion Histories unit, which comprises weekly 3 hour teaching sessions with guest lecturers plus external visits. It critically addresses themes of identity and culture, making inclusivity an explicit topic of discussion.
I am tasked with giving one lecture on queer histories (with menswear) and one on visual culture. I aim to represent marginalised identities in slides (Hall, et al, 2013), highlighting intersectional complexity, erasures and oppression (Crenshaw, 1991), while avoiding stereotyping (UAL). This allows diverse religions, race/ethnicities, sexualities, bodies and abilities to surface, offering foci for the identification of a diverse cohort (Barrow, 2006) and contributing to inclusive discussion that aims to avoid ‘epistemic injustice’ and self-silencing (Rekis, 2023; Malcolm, 2021). I will highlight the white, ‘Western’, able-bodied, Christian-inflected, gender biased, heterocentric development of the field and ask students to consider who wrote histories and reflect on their own positionality as researchers (Bayeck, 2022).
I will act as a consistent and approachable guide (Addison, 2014; TUAI: Campbell, Cole, Rahman), encouraging students to follow their own research interests with sensitivity and self-awareness. I will ask students to question terms like ‘queer’ and ‘menswear’, offering definitions and examples, before drawing on my research (Orr and Shreeve, 2017). I will ask guest speakers to take opportunities to highlight underrepresented communities and historical absences.
I will upload lecture slides and academic readings in advance, linking these in announcement emails. I will signpost EC/ISA Applications, Academic Support and citethemrightonline, aware of diverse prior academic experience (Biggs, 1993) and invisible needs/challenges (TUAI: Rahman, Gray, Ogunsiji). Consciousness of my positionality will inform my approach to students in tutorial and assessment feedback, which is important in student development (Barrow, 2006).
I will use a muted slide background and large clear font, while monitoring content volume. I will establish a regular break time and request that guest lecturers follow these protocols. I will communicate with off-site venues to ensure access in advance, while leaving ample time for travel.
Bibliography
Addison, N. (2014) ‘Doubting learning outcomes in higher education contexts: from performativity towards emergence and negotiation’, in The International Journal of Art & Design Education, 33(3) pp. 313-325
Barrow, M. (2006) ‘Assessment and student transformation: linking character and intellect’, Studies in Higher Education, 31(3) pp. 357-372
Bayeck, R. Y. (2022) Positionality: the interplay of space, context and identity, Journal of Qualitative Methods, 21 pp.1-9
Biggs, J. (1993) ‘From theory to practice: a cognitive system approach’, Higher Education Research and Development, 12(1) pp. 73-85
Crenshaw, K. (1991) Mapping the margins: intersectionality, identity politics, and violence against women of color, Stanford Law Review, 43(6) pp. 1241-1299
Hall, S., Evans, J. and Nixon, S. (2013) Representation. Milton Keynes: The Open University
Malcolm, F. (2021) ‘Silencing and Freedom of Speech in UK Higher Education’, British Educational Research Journal, June, 47(3), pp. 520-538
Orr, S. and Shreeve, A. (2017) Art and design pedagogy in higher education: knowledge, values and ambiguity in the creative curriculum. London: Routledge
Rekis, J. (2023) ‘Religious identity and epistemic injustice: an intersectional account’, Hypatia, 38, pp. 779-800
TUAI (Tell Us About It) Obediah Campbell, Dionne Cole, Navdeep Rahman, Candace Gray, Bunmi Ogunsiji. Accessed 26th May 2025 < https://shadesofnoir.org.uk/artefacts/tell-us-about-it/ >
UAL (2018): Religion and belief: supporting inclusion of staff and students in higher education and colleges: Section 3: Student inclusion: access, experience and learning. Accessed 15th May 2025 < https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/ecu/Religion_and_belief-Section_3-Student_inclusion-access_experience_and_learning_1579783006.pdf >