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To reflect on how and why this intervention was chosen first I must consider my own positionality.

My Positionality Statement

As a practitioner transitioning from a 20-year career in senior management within the fashion industry to an academic role teaching Buying and Merchandising at UAL, my positionality is shaped by a combination of personal background, professional experiences, and ongoing commitment to inclusive pedagogy.

I am a middle-aged white male who has benefited from what is considered a privileged upbringing and extensive experience in the fashion industry. This background has provided me with insights into global markets, consumer behaviour, and industry trends, which I bring to my teaching practice. I have had the privilege of working in 15 countries with hundreds of individuals with very different positionality to my own.

My teaching philosophy is grounded in the belief that education should be equitable and inclusive. One element that led me out of the industry and into Pedagogy is the inequality across the fashion Industry. Including the balance of power of my own position versus those working to manufacture garments across the globe. Because of this I value diversity and recognise the importance of creating learning environments that respect and celebrate the unique cultural, linguistic, and cognitive differences of students.

This Unit has helped me acknowledge my privileged background, made me aware of the potential biases that may influence my interactions and decision-making processes. I am committed to critically examining these biases and continuously learning about systemic inequalities to better support my students.

In my role as an educator of Buying and Merchandising, my aim is to bridge my industry expertise with pedagogical principles to prepare students for real-world challenges. I am passionate about developing critical thinking and creative problem-solving skills among future professionals in the field.

I recognise that positionality is fluid and subject to evolution through ongoing reflection and dialogue. This being the first time I have been asked to even consider my positionality was a challenge in itself. This process has shown I must remain open to feedback and actively seek opportunities for professional development to enhance my understanding of diversity, equity, and inclusion. Giving me confidence to use correct terms and language and so give my students the same confidence.

My positionality influences my teaching strategies, emphasising practical relevance, collaborative learning, and inclusive assessment practices. I strive to create a supportive learning environment where all students feel valued and empowered to succeed. An example in my own practice that made me consider this being a student not attending a Formative presentation due to a clash on their religious calendar so highlighting my need to consider my students positionality.

I am mindful of the ethical implications of my positionality, particularly in ensuring fairness and respect in interactions with students and colleagues. I prioritise transparency and integrity in my teaching and professional relationships.

In conclusion, my positionality as an educator at UAL is grounded in a blend of industry insights, a commitment to inclusive education, and a reflective stance on privilege and bias. Through continuous learning and engagement with diverse perspectives, I aim to contribute positively to the academic and professional development of my students.

Introduction

This reflective report critically examines an intervention aimed at enacting intersectional social justice in the context of teaching a Buying & Merchandising degree at UAL, structured around Gibbs Reflective Cycle (Gibbs, 1988). With 20 years of management experience in the fashion industry and recent transition into pedagogy, this intervention represents my initial foray into actively addressing issues of inclusion and diversity. The intervention involves a meeting with my teaching team to develop participation methods and develop dialogue in lectures for a large cohort, focusing on Race, faith and disability inclusion.

(Source: Glow Scotland, 2015)

Description

The intervention consisted of a meeting with the Buying & Merchandising teaching team to develop strategies for increasing student participation and engagement, focusing particularly on faith and disability equality. The meeting was structured to:

• Explore Methods: Develop strategies to increase student participation and engagement in lectures.
• Discuss Inclusive Assessment Practices: Allow varied forms of expression and demonstration of knowledge.
• Facilitate Brainstorming: Encourage idea-sharing among participants to generate practical solutions for enhancing inclusivity.

Active learning tools like Padlet and Miro were utilised to facilitate interactive participation. I aimed to address feedback I and some colleagues have received from students about disengagement and uneven participation, particularly concerning language barriers, religious observances, and disability accommodations. Many of which I have seen firsthand in my teaching with such a large cohort of 90 students.

Feelings

Initially, I felt a mix of anticipation and anxiety about facilitating this intervention. My background in senior management in the fashion industry did not prepare me for dealing with issues of intersectional social justice in an academic setting. Leaving me feeling exposed. However, I also felt a strong sense of responsibility and commitment to developing an inclusive learning environment in my classrooms.

Completing the Intervention proposal and receiving peer feedback, I experienced a sense of accomplishment as colleagues wished to actively participate and share their experiences and ideas. I also felt challenged by the recognition of my own blind spots in my own positionality and the complexities involved in addressing diverse student needs different from my own.

Evaluation

Positive Aspects:

• Active Participation: Colleagues, peers and tutors engaged enthusiastically in discussions with the intervention, indicating a shared commitment to improving inclusivity.
• Diverse Perspectives: The meeting will provide a platform for sharing diverse perspectives, for an enriched discussion and generating a variety of practical strategies.

Negative Aspects:

• Resistance to Change: I have concerns about the feasibility of implementing new strategies for a large institution like UAL with diverse students and staff. Highlighting a potential resistance to change.
• Accessibility Issues: The use of tools like Padlet and Miro, while beneficial for facilitating participation, also could present accessibility challenges for some that need to be addressed. Such as Visually or the motor impaired.

Analysis

Decision-Making Process:

• Inclusion of Diverse Voices: The decision to incorporate discussions and brainstorming sessions was informed by Freire’s critical pedagogy, emphasising dialogue and participatory methods (Freire, 2000; Darder, 2018). This approach ensured that the strategies developed were informed by the experiences and needs of all students, particularly those from marginalised groups.
• Use of Interactive Tools: The choice of tools like Padlet and Miro was intended to facilitate anonymous participation and ensure accessibility. However, the accessibility limitations of these tools for some again highlighted the need for alternative solutions.

Challenges Encountered:

• Unexamined aspects of my Positionality: Reflecting on my positionality revealed the need for ongoing self-reflection and learning to address unconscious biases. My privileged background necessitates a continuous commitment to professional development and seeking feedback from diverse colleagues and students to avoid clumsy assumptions. Also, the need to develop my own knowledge and language on the subject so I can clearly articulate on the subject.
• Resistance to Change: To address resistance among colleagues, it is crucial to highlight the benefits of inclusive practices and provide support and resources to ease the transition.

Theoretical Connections:

• Freire’s Critical Pedagogy: The intervention aligns with Freire’s concept of education as a practice of freedom, where dialogue and participatory methods are central to addressing social injustices (Freire, 2000; Darder, 2018). This reflects the notion of praxis—the synthesis of reflection and action—as we move from discussing theoretical frameworks to developing concrete strategies for inclusion.
• Culturally Responsive Teaching: Incorporating culturally responsive teaching practices ensures that the diverse cultural backgrounds of students are acknowledged and valued (Gay, 2018).
• Universal Design for Learning (UDL): UDL principles guide the creation of flexible learning environments that accommodate individual differences, promoting inclusivity and accessibility (Meyer, Rose, & Gordon, 2014).

Feedback from Colleagues and Tutor:

These summaries were invaluable to developing my intervention further.

• Sonia Vega-Perez: Emphasised the importance of language support and the focus on staff ownership of the classroom. She appreciated that the intervention addressed the needs of students for whom English is a second language, ensuring their inclusion in classroom activities.
• Young-Jin Hur: Appreciated the research and suggested providing a case study example to illustrate practical application. He found the data-driven approach valuable and believed that showcasing a specific classroom scenario would help in understanding how to implement the strategies effectively.
• Carys Kennedy (Tutor): Strongly Supported the idea of influencing change through intervention at staff level and applauded my structure and intervention proposal. Carys suggested embedding active learning techniques in the intervention itself to model the use of one of my strategies. I introduced a Slido poll for that reason. Carys urged me to add international awarding gaps not only BAME and signpost assistive software which I implemented.
• Zoe Hinton (B&M Course Leader/Line Manager): Loved the concept and wants to implement this across the team for next academic year.

Conclusion

The intervention represents a critical step in enacting intersectional social justice within the Buying & Merchandising degree program at UAL. By facilitating a discussion with the teaching team, I can develop inclusive participation methods that address the diverse needs of our students. It has also given me the tools to speak more confidently on inclusive practices. Reflecting on my positionality has highlighted the importance of ongoing learning and self-awareness in promoting equity and inclusion.

Action Plan

Next Steps:

1. Implementation and Monitoring: Roll out the action plan and monitor its impact through student feedback, retention rates, and NSS data.
2. Continuous Improvement: Regularly review and update strategies based on feedback and emerging best practices in inclusive education.
3. Case Study Application: Develop and share case studies illustrating the practical application of the intervention, as suggested by Young-Jin Hur.
4. Personal and Peer Professional Development: Regular training sessions on inclusive practices and unconscious bias.
5. Alternative Tools: Explore and integrate alternative tools that are fully accessible to all students.

Measuring Success:

• Feedback Mechanisms: Regular feedback loops with students and colleagues.
• Retention and NSS Data: Analyse retention rates and NSS feedback to measure the success of the intervention.
• Continuous Commitment: Ensure ongoing support and commitment to inclusive practices among colleagues through regular engagement.

Mitigation Strategies:

• Addressing Resistance: Highlighting the benefits of inclusive practices, providing factual data and seeking provision for necessary support and resources.

References

• Arao, B., & Clemens, K. (2013). From Safe Spaces to Brave Spaces: A New Way to Frame Dialogue Around Diversity and Social Justice. In Landreman, L. M. (Ed.), The Art of Effective Facilitation: Reflections from Social Justice Educators. Stylus Publishing.
• Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education.
• Burgstahler, S. (2015). Universal Design in Higher Education: From Principles to Practice. Harvard Education Press.
• Darder, A. (2018). The Student Guide to Pedagogy of the Oppressed. Bloomsbury Publishing.
• Freire, P. (2000). Pedagogy of the Oppressed. Continuum.
• Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.
• Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit.
• Glow Scotland (2015). Gibbs Reflective Cycle. Available at: https://blogs.glowscotland.org.uk/glowblogs/uodsseportfolio/2015/10/25/gibbs-reflective-cycle/ (Accessed: 5 July 2024)
• Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.
• Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231.

Building on the 300 word formative plan posted on this blog previously I have developed and refined an Intervention that specifically looks at Participation Methods and developing Dialogue in large Cohort lectures. Taking a specific part of the original formative plan means I was able to give this topic real focus. The Intervention meeting slides attached are to for a meeting to be carried out with my Buying and Merchandising Colleagues. By Intervening at staff level I hope to have the greatest impact on the full student body.

In this blog post, I will examine various approaches to addressing racism by reflecting on and analysing a range of resources. These insights will help us understand the implications and effectiveness of different strategies within anti-racism efforts.

Study and Analysis

Critical Race Theory in Education Policy:

Amanda Bradbury’s (2020) article, “A critical race theory framework for education policy analysis: The case of bilingual learners and assessment policy in England,” employs Critical Race Theory (CRT) to critique education policies that marginalise bilingual learners by not considering the racial dimensions of language proficiency assessments. While CRT’s focus on structural inequalities provides a robust framework for such analysis, critics might argue it may alienate those who feel it labels all individuals within dominant groups as inherently racist. Bradbury’s commitment to educational equity shapes her analysis, offering a valuable but ideologically informed perspective.

Racism and Career Trajectories:

Richard Garrett’s (2024) study, “Racism shapes careers: career trajectories and imagined futures of racialised minority PhDs in UK higher education,” highlights systemic barriers and implicit biases that impede the professional advancement of racialised minority PhD graduates. Garrett’s data-driven approach advocates for targeted interventions to address these disparities. Critics, however, may argue that focusing on individual career support doesn’t fully address broader societal structures. Garrett’s own experiences as a academic from a racialised minority background lend depth to his insights.

Diversity, Equity, and Inclusion (DEI) Initiatives:

Asif Sadiq’s (2023) TEDx talk, “Diversity, Equity & Inclusion. Learning how to get it right,” emphasizes the need for genuine DEI efforts that go beyond tokenism. He presents successful examples of DEI programs that lead to cultural improvements. Critics of DEI initiatives often cite concerns about divisiveness or superficial implementation (Mac Donald, 2018). Sadiq’s role as a DEI practitioner underlines his advocacy but also reflects his investment in promoting these initiatives’ effectiveness.

Anti-Racism in Universities:

Julian Orr’s (2022) video, “Revealed: The charity turning UK universities woke,” critiques university policies perceived as overly progressive, suggesting they may stifle academic freedom and promote ideological conformity. This perspective is significant as it highlights the balance needed between promoting inclusivity and maintaining open dialogue.

School-Based Anti-Racism Programs:

The Channel 4 clip (2020), “The School That Tried to End Racism,” showcases a school-based program that successfully engages students in confronting their biases and discussing race. Demonstrates an excellent interactive approach but could be argued that such programs need to be supported by broader societal changes to be truly effective. The producers seem to focus on social issues which shapes the program’s impact, narrative, and outcome.

Responding to the Approaches:

Recurring Themes and Differing Perspectives:

Across these resources, a recurring theme is the necessity of structural change to address racism effectively. The effectiveness of each approach often depends on the broader context in which it is implemented, highlighting the tension between inclusivity and open dialogue. As we have seen first hand during the teaching of this unit.

Race Considerations in My Teaching Context:

In my teaching context at UAL, it’s crucial to integrate anti-racist principles into the curriculum and develop an inclusive environment. Strategies could include:

1. Incorporating CRT Principles: Use CRT to analyse and challenge policies and practices that may marginalise racialised students. E.g. Curriculum design, classroom environment & teaching methods. (Ladson-Billings, 1998)
2. Supporting Career Development: Implement targeted support like mentorship programs & networking opportunities to address career barriers for racialised minority students.
3. Enhancing DEI Initiatives: Ensure DEI efforts are genuine and focus on structural changes e.g. training, policies reformation, curriculum, evaluations etc. (Bensimon, 2005).
4. Promoting Open Dialogue: Balance anti-racist efforts with academic freedom and open discussion. Providing appropriate terms and language to use. (Sensoy & DiAngelo 2017)
5. Interactive Programs: Adopt reflective and interactive approaches to anti-racism education, similar to the school-based program highlighted by Channel 4 like role play, interactive workshops etc. (Sue, 2012)

By considering these diverse approaches, we can develop more effective strategies for addressing racism in educational contexts.

References

Bradbury, A., 2020. A critical race theory framework for education policy analysis: The case of bilingual learners and assessment policy in England. Race Ethnicity and Education, 23(2), pp.241-260.

Bensimon, E. M. (2005). Closing the achievement gap in higher education: An organizational learning perspective. New Directions for Higher Education, 2005(131), 99-111.

Garrett, R., 2024. Racism shapes careers: career trajectories and imagined futures of racialised minority PhDs in UK higher education. Globalisation, Societies and Education, pp.1–15.

Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7-24.

Mac Donald, H. (2018). The Diversity Delusion: How Race and Gender Pandering Corrupt the University and Undermine Our Culture. St. Martin’s Press.

Sadiq, A., 2023. Diversity, Equity & Inclusion. Learning how to get it right. TEDx [Online]. Youtube. 2 March. Available at: https://www.youtube.com/watch?v=HR4wz1b54hw

Sensoy, Ö., & DiAngelo, R. (2017). Is everyone really equal? An introduction to key concepts in social justice education. Teachers College Press.

Sue, D. W., & Sue, D. (2012). Counseling the Culturally Diverse: Theory and Practice. John Wiley & Sons

Orr, J., 2022. Revealed: The charity turning UK universities woke. The Telegraph [Online]. Youtube. 5 August. Available at: https://www.youtube.com/watch?v=FRM6vOPTjuU

Channel 4, 2020. The School That Tried to End Racism. [Online]. Youtube. 30 June. Available at: https://www.youtube.com/watch?v=1I3wJ7pJUjg

Enhancing Engagement and Participation in Large, Diverse Cohorts

Objective:

To develop and implement strategies that promote student engagement and participation in a large cohort of 90 students within a 60-minute teaching session. While considering inclusive assessment practices focusing on disability and faith, with particular focus on UAL recording policies as an example.

Session Plan:

1. Introduction

• Brief overview of session objectives.
• Importance of engagement and inclusivity in large, diverse cohorts, including considerations of faith and disability.

2. Exploring Participation Methods

• Present and discuss various methods for increasing student participation:
  • Interactive Polling (e.g., Slido, Kahoot, Mentimeter) with options for accessible formats.
  • Small Group Discussions and Breakout Rooms with considerations for accessibility and comfort.
  • Use of Online Discussion Boards and Forums, ensuring accessibility features and respectful of different time commitments due to faith practices.

• Provide a Case study: Successful engagement strategies in large classes.
• Highlight the role of respectful and inclusive language in developing participation.

3. Inclusive Assessment Practices

• Overview of inclusive assessment principles, ensuring accommodations for disabilities and religious observances.
• Examples of varied forms of expression and knowledge demonstration:

• Portfolios, allowing flexibility for deadlines to accommodate faith-based needs.
• Peer assessments, considering accessibility needs.
• Creative projects (e.g., videos, podcasts), with guidelines for accessibility.

• Discussion on the benefits and challenges of these methods, emphasising faith and disability considerations.

4. Brainstorming and Idea-Sharing

• Facilitate small group discussions to generate practical solutions for enhancing inclusivity in teaching practices.
• Groups present their ideas and strategies to the entire cohort, ensuring all voices, including those with disabilities and different faith backgrounds, are heard.

5. Recording Policy Discussion

• Present the current recording policies across UAL colleges.
• Debate the pros and cons of recording live sessions vs. not recording (e.g., promoting attendance vs. accessibility).
• Develop a balanced approach that could be recommended for consistency across UAL, considering the needs of students with disabilities and those with faith-based commitments.

6. Conclusion and Next Steps
7. Summarise key points discussed.
8. Provide resources for further reading and development.
9. Outline next steps for participants to implement the strategies discussed.

Conclusion:

This intervention aims to equip the B&M teaching team with practical strategies to enhance student engagement and participation in large, diverse cohorts. By discussing inclusive assessment practices and debating recording policies, the session seeks to create a more inclusive and effective learning environment at UAL.

Key References:

1. Advance HE (2023) The Professional Standards Framework. Available via: https://www.advance-he.ac.uk/teaching-and-learning/psf#psf2023 (Accessed: 25 July 2023).

• Bhagat, D. and O’Neill, P. (2011) Inclusive practices, inclusive pedagogies: learning from widening participation research in art and design higher education. Croydon: CHEAD.

• Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University. McGraw-Hill Education.

• Offers insights into designing and assessing learning activities that cater to a diverse student population.

• Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Reports.

• Discusses various active learning techniques that can enhance student engagement in large classes.

• Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.

• Provides evidence supporting the effectiveness of active learning strategies.

• Gannon, K. (2018). Radical Hope: A Teaching Manifesto. West Virginia University Press.

• Discusses inclusive teaching practices and developing student engagement through hope and empowerment.

• Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, (1), 3-31.

• Explores how varied assessment practices can support diverse learning needs.

• Hill, V. & Singh, G. (2018) Critical Pedagogy #4 ‘What does it look like in practice?’ [Online] Available at: https://www.youtube.com/watch?v=K6ghTlyBDNk [Accessed 19 Mar. 2024].

• Svinicki, M., & McKeachie, W. J. (2014). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Cengage Learning.

• Provides practical advice on engaging students and managing large classes effectively.

In this blog post, I will explore Kimberlé Crenshaw’s theory of intersectionality to discover how faith intersects with other identity factors such as race, gender, and socioeconomic status. By examining various resources, including talks, journal articles, and videos, we can gain a deeper understanding of how these intersecting identities influence individuals’ experiences, particularly in ways that may amplify or mitigate societal challenges and discrimination.

Study and Analysis

Faith and Race: Kwame Anthony Appiah’s talk, “Is religion good or bad? (This is a trick question)” (2014), addresses the complex role of religion in society. Appiah argues that religion can be both a source of comfort and a tool for division, depending on how it is practiced and perceived. When faith intersects with race, the experiences of individuals can vary significantly. For example, African American Christians might find solace and community in their faith, while also facing racial discrimination within broader society. This dual experience highlights the intersectional nature of faith and race, where a person’s religious identity cannot be separated from their racial identity.

Faith and Gender: Huma Jawad’s blog post, “Islam, Women and Sport: The Case of Visible Muslim Women” (2022), explores the challenges faced by visibly Muslim women in sports. Jawad discusses how Muslim women athletes often confront both gender and religious discrimination, compounded by cultural stereotypes. The intersectionality here is evident as these women navigate their faith and gender within the often secular and male-dominated world of sports. This intersection can lead to unique forms of exclusion and bias, underscoring the need for policies and practices that recognize and address these overlapping identities.

Faith and Socioeconomic Status: Jelena Reki’s journal article, “Religious Identity and Epistemic Injustice: An Intersectional Account” (2023), examines how individuals of faith, particularly from lower socioeconomic backgrounds, experience epistemic injustice. Reki highlights that these individuals often face challenges in having their knowledge and experiences recognised and valued. When faith intersects with socioeconomic status, it can exacerbate feelings of marginalisation. For instance, poorer religious communities might struggle more with access to resources and opportunities, which further entrenches their disadvantaged position in society.

Recurring Themes and Differing Perspectives: A recurring theme across these resources is the way in which faith can both empower and marginalise individuals, depending on the context. For example, faith communities can provide crucial support and solidarity, but they can also be sites of exclusion when intersecting identities are not fully embraced. Another theme is the visibility of certain identities—such as being a visibly Muslim woman—which can intensify discrimination and bias. Differing perspectives arise in how these challenges are addressed, with some encouraging greater inclusion within faith communities themselves, while others call for broader societal changes to recognise and accommodate intersecting identities.

Faith Considerations in My Own Teaching Context: In my teaching context at UAL, it is crucial to recognise and accommodate the diverse faith backgrounds of students. Drawing on UAL data and my own experience, several considerations can be made:

1. Cultural Sensitivity: Incorporate discussions about faith and its intersection with other identities in the curriculum. This helps to develop an inclusive environment where all students feel respected and understood.
2. Flexible Scheduling: Recognise religious holidays and provide some flexibility in deadlines and attendance policies to accommodate religious observances. This is of particular note for me, as a lecturer I recently had attendance issues for a student presentation due to a clash with EID festival.
3. Inclusive Practices: Ensure that classroom discussions and materials are inclusive of various faith perspectives and do not contain stereotypes or biases.
4. Support Services: Provide access to resources and support services that address the unique needs of students from diverse faith backgrounds, such as prayer spaces and counselling.

By understanding and addressing the intersectionality of faith with other identity factors, educators can create more inclusive and supportive learning environments that acknowledge and respect the full spectrum of student identities.

References:

Appiah, K. A. (2014) Is religion good or bad? (This is a trick question). Youtube [Online]. 16 June. Available at: https://www.youtube.com/watch?v=X2et2KO8gcY

Choudrey, S. (2016) Inclusivity – Supporting BAME Trans People [Online]. Gender Identity Research & Education Society, 14 February. Available from https://www.gires.org.uk/inclusivity-supporting-bame-trans-people/ 

Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity politics, and Violence against Women of Color. Stanford Law Review, 43(6), pp.1241–1299. doi:https://doi.org/10.2307/1229039. 

Jawad, H. (2022) Islam, Women and Sport: The Case of Visible Muslim Women. [Online]. Available at: https://blogs.lse.ac.uk/religionglobalsociety/2022/09/islam-women-and-sport-the-case-of-visible-muslim-women/

Mirza, H. S. (2018) Black Bodies ‘Out of Place’ in Academic Spaces: Gender, Race, Faith and Culture in Post-race Times. In Dismantling Race in Higher Education, Eds. Arday, J & Mirza, H. S. Switzerland, Palgrave Macmillan. pp 184-187

Reki, J. (2023) Religious Identity and Epistemic Injustice: An Intersectional Account. Hypatia 38, pp779–800. Available to download from Moodle via the Readings & Resources folder.

Trinity University (2016) Challenging Race, Religion, and Stereotypes in the Classroom. [Online]. Available at: https://www.youtube.com/watch?v=0CAOKTo_DOk

Exploring Intersectionality: Disability and Identity

In this blog, we examine Kimberlé Crenshaw’s theory of intersectionality (Crenshaw, 1991) to explore how disability overlaps with various identity factors, such as race, gender, and socioeconomic status. Through the analysis of interviews from short films featuring disabled individuals, we aim to gain insight into the complex relationship of these identities and their impact on lived experiences.

Intersection of Disability with Other Identity Aspects

One fascinating example from our study is Christine Sun Kim’s performance piece titled “Friends and Strangers.” Kim, a Deaf artist, explores the connection of disability and gender identity through her art. In her work, she challenges societal perceptions of both deafness and femininity, highlighting the unique experiences faced by Deaf women navigating multiple layers of identity (Kim, 2023).

Additionally, Ade Adepitan’s explanation of systematic discrimination and oppression sheds light on the connection of disability with race and socioeconomic status (Adepitan, 2020). Adepitan, a wheelchair basketball Paralympian, discusses how structural barriers disproportionately affect disabled individuals from marginalized racial and economic backgrounds, amplifying their experiences of discrimination and exclusion.

Impact on Lived Experiences

The connections of disability with other identity factors significantly impact the lived experiences of individuals. For example, disabled individuals of colour often face compounded discrimination, navigating both ableism and racism simultaneously. This dual burden can lead to limited access to resources, employment opportunities, and healthcare services, exacerbating societal challenges and inequalities.

Similarly, disabled women encounter unique challenges related to gender-based discrimination within the disability community. Issues such as reproductive rights (Crenshaw,1991), access to inclusive healthcare, and employment equity highlight the intersectional nature of their experiences, necessitating a nuanced approach to advocacy and support.

Recurring Themes and Differing Perspectives

Across the interviews and films, recurring themes emerge, emphasising the importance of acknowledging and addressing complexity in disability discourse. Differing perspectives highlight the diversity of experiences within the disabled community, highlighting the need for inclusive practices that honour and celebrate intersecting identities.

Disability Considerations in Teaching Context

Drawing on data from the University of the Arts London (UAL) and personal experience, disability considerations in teaching contexts are essential for developing inclusive learning environments. Some key considerations include:

• Implementing universal working/teaching principles to ensure accessibility for all students, including those with disabilities (Barnes, C & Mercer, G, 2004).
• Integrating diverse perspectives and experiences into curriculum development to reflect the breadth and depth of identity.
• Providing tailored support and accommodations to meet the unique needs of disabled students, promoting equity and inclusion in educational settings.
• Working to understand and reduce the Attainment gaps seen in UAL data illustrated in the image below:

Source: UAL Student Equality, Diversity and inclusion report, 2022:

Conclusion

In conclusion, Kimberlé Crenshaw’s theory of intersectionality offers a powerful framework for understanding the complex interactions between disability and other identity factors. By critically analysing these intersections, we can develop a deeper understanding of how various identity components combine to shape the experiences of disabled individuals. Through inclusive practices and advocacy efforts, we strive to mitigate societal challenges and discrimination, adopting a more equitable and inclusive society for all. Let’s continue to amplify diverse voices and champion intersectional approaches to promote social justice and empowerment.

• Adepitan, A. (2020). Systematic discrimination and oppression [Interview]. Retrieved from https://youtu.be/KAsxndpgagU
• Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241-1299.
• Barnes, C & Mercer, G (2004).  ‘Implementing the Social Model of Disability: Theory and Research’
• Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
• Kim, C. S. (2023). Friends and Strangers [Performance art]. Retrieved from https://youtu.be/2NpRaEDlLsI
• UAL Student Equality, Diversity and inclusion report (2023)
• UAL disability and inclusion toolkit (2024). Retrieved from: https://canvas.arts.ac.uk/sites/explore/SitePage/45680/disability-inclusion-toolkit

Background:

In the context of teaching a degree in Buying and Merchandising at UAL, I have found assessing learning and providing feedback for group presentations pose significant challenges. Often, students are required to work collaboratively on group projects, such as presentations, but are assessed individually. This situation raises questions about how to fairly evaluate individual contributions within a group context.

Evaluation:

Current strategies for addressing this challenge involve implementing peer assessment alongside individual grading through group work logs. Students are asked to evaluate their peers’ contributions based on predefined criteria. While this approach aims to provide a more comprehensive assessment, challenges remain in ensuring the accuracy and fairness of peer evaluations (Atkinson, 2021). Additionally, students may struggle with providing constructive feedback to their peers, leading to potential biases or inaccuracies in the assessment process.

Moving Forward:

Exploring alternative strategies, several practices have emerged that may enhance the assessment and feedback process for group presentations:

1. 360-Degree Feedback: Introducing a 360-degree feedback system where students receive feedback not only from their peers but also from the tutor and self-assessment. This approach provides a more holistic view of individual performance within the group, allowing for a more accurate assessment. (Carless, 2015). However, to enhance this further and make less intimidating this could be done in pairs or through anonymous feedback using for example, post it notes.
2. Clear Role Definition: Clearly defining roles and responsibilities for each student within the group can help mitigate issues of unequal workload distribution. By outlining specific expectations, students can better understand how their contributions will be evaluated.
3. Feedback Workshops: Conducting workshops on effective feedback techniques can help students develop the skills needed to provide constructive feedback to their peers. By offering guidance on how to give and receive feedback, students can improve the quality and usefulness of their evaluations. (Sherwood, 2022)
4. Individual Reflection: Encouraging students to reflect individually on their contributions to the group project can provide valuable insights into their own performance. Reflective statements or self-assessment exercises can help students identify areas for improvement and take ownership of their learning. (Nicol & Macfarlane-Dick, 2006)

Implementing these strategies requires careful planning and consideration of student needs and preferences. As well as the consideration of how these fit in with assessment timings as identified in ‘Assessment Patterns’ (Russell, 2010). By incorporating all elements of 360-degree feedback, clear role definition, feedback workshops, and individual reflection, it will be possible to create a more robust assessment and feedback process for group presentations marked with and Individual contributions.

Conclusion:

Through experimentation with this range of strategies, successes and limitations can been observed. While 360-degree feedback and clear role definition may improve the accuracy of individual assessments, challenges remain in ensuring consistency and fairness in peer evaluations. Moving forward, a continued focus on refining and adapting these practices based on student feedback and reflection will be essential. This reflection will influence my future practice by informing ongoing efforts to enhance the assessment and feedback process for group presentations in Higher Education at UAL.

References:

Atkinson, K (2021). Inclusive Group Work. Student Disability Support, UAL.

Carless, D. (2015). Excellence in University Assessment: Learning from Award-Winning Practice. Routledge.

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.

Russell, M (2010). Assessment Patterns, University of Hertfordshire.

Sherwood, C (2022). Crits and Inclusive learning at UAL.