Category Archives: Uncategorised

The resources centre on the way racism and the reiteration of white dominance is social, cultural, ideological and institutionalised, creating barriers for people of colour such as in career progression (Garrett, 2024; Sadiq, 2023) and education (Bradbury, 2019; Channel 4, … Continue reading →

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 … Continue reading →

Religions/faiths/beliefs have been diminished, problematised and understood as fundamental (Appiah, 2014; Rekis, 2023; Ramadan, 2022). Definitions, interpretations and practices are diverse and contested, within and outside follower communities (Malcolm, 2021; Merry, 2006). Secular beliefs, such as veganism, have been unevenly … Continue reading →

Below, I respond to recurrent themes in the filmed testimony of three people, examining their diverse experiences of disability and intersecting identities. Kimberlé Crenshaw (1990) developed ‘intersectionality’ to explain that occupying multiple marginalised identities compounds oppression. Intersectional praxis in education … Continue reading →

I am unit leader for Fashion Histories on MA Fashion Cultures and Histories, with some agency to modify briefs and Learning Outcomes. The unit has two assessed submissions: a review (Element 1) and an essay (Element 2). It begins an … Continue reading →

This reflection addresses the influence of Michel Foucault’s theories on education. Mark Barrow (2006) deploys Foucault’s technologies of the self to argue that education contributes to self-construction and that this is especially prominent in creative degrees, proposing that ‘design assessment … Continue reading →

This reflection addresses Learning Outcomes, their emergence and relationship to a neoliberal, market orientated agenda and the tensions in implementing the ‘technocratic ideology of learning and assessment’ in art and design courses (Davies, 2012, p. 4). Nicholas Addison (2014) highlights … Continue reading →

Record of Observation or Review of Teaching Practice           Session/artefact to be observed/reviewed: 2 hours Seminar for BA Fashion Marketing Year 1 Size of student group: Around 20 students Observer: Paul Bench Observee: Misha Xu Note: This record is solely … Continue reading →

Record of Observation or Review of Teaching Practice           Session/artefact to be observed/reviewed: 2 x online tutorials of 30mins each Size of student group: students meet one-to-one with tutor Observer: Misha Xu Observee: Paul Bench   Note: This record is … Continue reading →

Record of Observation or Review of Teaching Practice           Session/artefact to be observed/reviewed: Dissertation feedback and grading Size of student group: Saw students on individual tutorial basis, please focus on 6 students I have first marked. Observer: Carys Kennedy Observee: … Continue reading →