‘Spidey senses’, ‘who am I to do this?’, ‘oh sugar, honey, ICED TEA’, hitting the wall, full stop on research
This is a reflection on my research project and the ethical considerations I am facing. I am aware that I am exploring a very sensitive subject and recognize the potential for discomfort and harm when asking sensitive questions about disabilities.
Some of the triggering issues include:
Stigma: Students may feel embarrassed or ashamed about certain disabilities.
Privacy: Revealing personal information about disabilities can feel intrusive.
Triggering: Questions about disabilities can be emotionally triggering for some students.
Researcher Positionality: I am aware of my limitations in addressing these sensitive issues. I do not have the necessary training or skills to:
Support students who are triggered or distressed.
Ensure confidentiality and ethical research practices.
Avoid perpetuating harmful stereotypes or biases.
Impact on Students: I am concerned about the potential negative impact of my research on students, particularly those with disabilities.
Revision of my research approach:
Re-evaluate Research Questions:
Focus on systemic barriers: Instead of directly asking students about their personal disabilities, I should focus to systemic barriers within the education system.
Use the Social Model: example: “What are the biggest challenges you face as a student in this institution?”
“How could the learning environment be more inclusive for all students?”
Use anonymous surveys, focus groups, or other methods that minimize the risk of identifying individual students.
Collaborate with disability support services: Involve professionals who have expertise in working with students with disabilities in the research design and data collection process.
Develop a Robust Ethical Framework:
Obtain informed consent: Clearly explain the purpose of the research, the potential risks and benefits, and ensure that students understand that their participation is voluntary.
Guarantee confidentiality: Assure students that their responses will be kept confidential and anonymous.
Provide support mechanisms: Establish clear procedures for students who may experience distress during or after the research. This could include access to counselling services or other support resources.
Seek Training and Guidance:
Disability awareness training: Participate in training sessions that address disability sensitivity, cultural competency, and ethical research practices.
Consultation with experts: Seek guidance from disability studies scholars, educational researchers, and ethicists.
Self-Reflection:
Reflect on my own perspectives on disability and how they might influence your research.
Continuously evaluate my research: Regularly review your research methods and data collection procedures to ensure that they are ethical and respectful of student needs.
ISA Considerations:
ISA have their limitations: ISAs may not provide a comprehensive picture of all the barriers that students with disabilities face. Data analysis to identify patterns and trends that may point to systemic barriers within the education system.
I have decided to stop this research Cycle 1 as I am concerned of the subject I am researching. Cycle 2 will start with a deeper look at the Social Model from the data gathered from the interviews I have had with teachers, practitioners and tutors. Cycle 2 has also triggered a possible Cycle 3 which the construction of a larger cube with a bigger interface for students to engage and develop greater creativity.
Below is my revised ethical plan and a video clip of a large cube construction and my explanation in how it will be used:
Below, is the start of a data chart that I was developing to record practitioners engagement with the cube and also for recording students reaction to the lesson with different criteria headings for this part of the research cycle 1 which I have now stopped. This will give an insight in how I was assessing the effectiveness of the cube as a teaching tool.
Please find attached ‘PGCERT Action Research Time Table of Tasks 14/10/2024’ this is a small exert from excel spread sheet that went in-depth in how I was going to work over the following months-from September to December 2024.
Please find attached revised Ethical Action Plan ‘Ethical Action Plan Michael_JOR revised 25/11/2024MASTER’
ATTENTION: REVISED ETHICAL ACTION PLAN OUTCOMES DUE TO THE SENSITIVITY OF RESEARCH AIMS AND SUBJECT MATERIAL DISCUSSED. WITH REFERENCE TO HIGHLIGHTED OBJECTIVE HEADINGS BELOW:
THIS IS MY GOLDEN PEN THAT I USE TO DOCUMENT ALL MY INTERVIEWS AND OBSERVATIONS DURING MY ACTION RESEARCH PROJECT. THIS OBJECT IS A SYMBOL OF MY ART BASED RESEARCH WHERE ‘LEARNING BY DOING’, LEARNING THROUGH MAKING’ IS MY TEACHING PRACTICE.
Feedback from Practitioners, Teachers and Technicians on the ‘Cube Trans configurations Tool.
Introduction
This is feedback from practitioners, teachers and technician who have looked at my research approach and concept of the cube to reveal unseen disabilities that students do not share with tutors and fellow student colleagues that may hamper their educational learning. Where possible I have added online links and references to give context to each colleague’s feedback to give additional information to enhance the readers knowledge and understanding of subject discussed.
The feedback from the practitioners, teachers and technicians has opened my research to many possibilities in how the cube can be used as an aid for tutors to deliver a creative subject or support student learning and help those with disabilities.
TIM STEPHEN
MA (Photography), BA (Critical Fine Art), BA (English/Music)
P.G. Certs. (Education) (SpLD) (Integrative Art Therapy)
Senior Fellow (SFHEA)
SEDA Recognized Research Supervisor
Education Developer – Curriculum
UAL Annual Education Conference Organizer
Co-Chair Educational Ethics Subcommittee
Teaching Learning and Employability Exchange
University of the Arts London
Tim Stephen was given a ‘Cube package’ containing: 1 x Cube, 1 x roll of electrical tape and a document giving a description of my action research project.
Tim had the cube for several weeks for him to explore the concept of the cube or use it in relation to his practice.
This feedback from Tim was a 1:1 meeting at Elephant Castle during one of our Group 4 workshops classes at London College of Communication at Elephant and Castle. It was a face-to-face meeting where I allowed him to give verbal feedback with no limitation or restrictions or rules in how he presented his views and reaction to my ideas on ‘unseen disabilities’, or how he has used the cube as a teaching tool. This was a free-flowing engagement of ‘oral communication’. His immediate, critical feedback to the cube is what I wanted to document-this I captured with handwritten notes in my research diary during our talk. For me, as the researcher was an instant way of capturing Tim’s reaction to my Action Research project aims, the cube a teaching tool and how he has used it.
Below are my notes highlighting the key points that came out of my interview with Tim on 00/00/0000.
It was interesting to see that Tim did not write anything or put any kind of information or imagery on to cubes surfaces at all. As he said, he was fascinated by how it can be manipulated in your hand. It was a sensory object which he felt would aid people with Autism, Dyspraxia, ADHD. This gave secondary benefit for students who may have difficulty concentrating. Using our senses-eyes, smell and touch is a very positive. ‘Positive’-enforcing ‘sensations’ if applied to teaching. In primary and secondary schools. A tool like this could help with education. As an object, it could help those students with special needs. Who are sometimes excluded from a teaching environment. ADHD and other unseen
Symptoms; speech, language. A handheld tool may help overcome this. (keeping their hands actives and not distracted; keeping their mind focused on the class lesson)-the students can communicate by marking on the surface. With imagery or with writing? It could be the type of media in which a student with social difficulties will be able to communicate.
Society has an impact on students’ lives, they must live through difficult times and navigate situations i.e. coming from an impoverished background or have home life difficulties, self-confidence, social status/low income.
Tim did further reference to students with ADHD. Some student conditions may help be helped to stimulate and sooth behaviour. Or help regulate their own behaviour within a classroom environment. By having a distraction or a learning distraction. In their hand. Will help improve engagement within student class. ie Irritability. Vocal outburst.
As Tim put it, ‘the tool can be used to keep the student to be cool’. The ‘keep object’ can be proactive. Can be Passive. Can make the student relax. Help the student to engage with fellow colleagues.
Tim has viewed the cube as an aid in helping students who have difficulty concentrating on lessons within a classroom environment and has identified certain students who suffer from a mental health condition and that the cube can help sooth their condition.
This view of the cube I did not consider; to be used to alleviate and reduce the symptoms of ADHD. This data I will use to further consider the alternative functions of the cube.
This is additional information to enhance the readers knowledge and understanding of subject discussed.
What is ADHD ?
What is ADHD?
Attention-deficit/hyperactivity disorder (ADHD) is a developmental disorder marked by persistent symptoms of inattention and/or hyperactivity and impulsivity that interfere with functioning or development.
Symptoms begin in childhood and can affect daily life, including social relationships and school or work performance. ADHD is well-known among children and teens, but many adults also have the disorder.
Below is a video link giving a brief description of what ADHD is and signs and symptoms to be aware of. I have also
ADHD in Adults: 4 Things to Know: This fact sheet provides information about ADHD in adults, including symptoms, diagnosis, causes, treatments, and resources to find help for yourself or someone else.
Shareable Resources on ADHD: These digital resources, including graphics and messages, can be used to spread the word about ADHD and help promote awareness and education in your community.
NIMH Expert Discusses Managing ADHD: Learn the signs and symptoms of ADHD and how it is treated as well as tips for helping children and teens manage ADHD symptoms.
MedlinePlus: This resource from the National Library of Medicine provides information, research, and resources on ADHD and ways to learn more (also available en español).
Research and statistics
Journal Articles: References and abstracts from the National Library of Medicine’s PubMed
Statistics—ADHD: Statistics on the prevalence and treatment of ADHD among children, teens, and adults
Michael Breakey
Support Technician Performance
Performance
Michael Breakey was given a ‘Cube package’ containing: 1 x Cube, 1 x roll of electrical tape and a document giving a description of my action research project. Michael had the cube for several weeks for him to explore the concept of the cube or use it in relation to his practice.
This feedback from Michael was a 1:1 meeting at Central Saint Martins College, Kings Cross- in my office. It was a face-to-face meeting where I allowed him to give verbal feedback with no limitation or restrictions or rules in how he presented his views and reaction to my ideas on ‘unseen disabilities’, or how he has used the cube as a teaching tool. This was a free-flowing engagement of ‘oral communication’.
This time I asked for permission from Michael for me to do an audio recording of our meeting as well as me taking written notes. Michael gave verbal permission. Please find attached an audio recording of the meeting as well as an audio trans script for review. I decided to take this type of feedback approach to see If a maintain accuracy in my written notes
Below are my notes highlighting the key points that came out of the interview with Michael 26/11/2025.
Michael Breaky reviewed the cube design. And read the document that became with the page explaining the ideas, concept that I wanted to achieve with the cube as a teaching tool. Michael saw the cube as a surface that captured design ideas. To be able to physically break up the design surfaces to create other possible design ideas. To physically reconfigure the cube in your hands. He understood the concept of the unseen disability and the research I was pursuing. But he saw other potential usages of the cube that had a stronger impact on the students’ learning-encouraging new design ideas and creativity.
Michael shows me the cube that he was given, it is covered in drawings. Several images on the surfaces. His idea is ‘it is a multi-dimensional sketchbook’. Exploring all ideas, to be able to dismantle them in your hand and transform them again in another design. I did not perceive the cube being used this way. This is an exciting discovery. And the thinking behind Michael’s. theory on design and how it can challenge student ideas. Is unique. To be used as a sketchbook. ‘Full sketch cube’. Open, for a myriad of ideas. Michael said it was a great way for students to express themselves and not to be precious with initial sketches. It was a great way of breaking design ideas up and stimulate new ones. Design forms and shapes. In a three-dimensional handheld tool. To be able to visualise in colour. Visualise with photos (stuck on surfaces?) Visualised with lines of pictures. Please see photo sketch below.
Conclusion from Michael Breakey’s feedback.
This opened a new line of discussion, thoughts and ideas that Michael’s provocative feedback has encouraged me to explore his ideas of a ‘sketchbook’ tool (note to me, must listen to audio recording of his view of the cube). Please listen to sound clip as this was such a great exploration of unseen disabilities.
Again, greatly surprised in how this practitioner had a strong connection for the cube to be used as an aid to design and not for the use of supporting disability. But I must note that Michael Breakey is a designer with strengths in the manipulation of materials and the application of construction methods; his practices is the development of design ideas, closely linked to diverse materials and fabrication. The cube, through his eyes, strengthens the students ‘design thinking’ and not be too precious on initial drafts of design ideas.
I will note this line of thinking in my research and try to push the idea of the cube as tool to encourage greater design creativity.
Feed Back from Carys Kennedy 13/11/2024
Educational Developer Reward and Recognition
Academic Practice
This was an inspirational meeting that made me reflect on the progress of my research practice and approach to the subject of ‘Unseen disabilities’. Most importantly, Carys gave me advice in how to navigate the sensitivity of the subject and to overcome the “full stop in my research’ journey that I encountered when I felt I could not progress any further due to the nature of the research where I am asking very personal questions to student, to reveal hidden disabilities -that they may not want to share with me or in a student group (in a safe teaching environment). I have explained the ‘Oh shit moment-hitting the wall, full stop’ in detail within my research blogs.
Carys gave a clinical review of what I have done so far and an injected enthusiasm where my research was taking me and the realization that ‘I’ had to assess my intentions and suitability in pursuing and achieving ‘inclusivity for all’.
Below is the link to the online Teams meeting I had with Carys Kennedy. I have also added a transcript of the meeting as it shows my doubt in my suitability’ in pursuing this line of research.
‘And a couple of initial thoughts, whether it’s intentional or not, I really love that you’ve spoken about unseen disability. I really personally have an issue with the term hidden disability like someone’s hiding something or invisible like it can’t be seen unseen puts the focus on the person who’s doing the looking’.
‘So, if we’re saying unseen, I personally quite like that term because part of what you’re saying is actually often times maybe if a person is autistic or has Crohn’s disease’.
‘If we’re looking, if we’re paying attention, we might recognize that and be able to adapt our practice and include people, so not everyone agrees with me, but personally I just, I don’t know if that word choice was intentional, but I personally quite like it.’
Conclusion from Carys Kennedy’s feedback.
Carys Kennedy has made me aware of the ‘Social Model’ which is a different approach of understanding disability that focuses on the barriers created by society, rather than the individual’s impairments. This model suggests that people are disabled not by their bodies, but by the way society is organized. I plan to look at these aspects of disability where society restrict disable individuals physically as well as mentally, an element that I will add to my research.
This is additional information to enhance the readers knowledge and understanding of subject discussed.
Below are further references to the subject on the ‘Social Model’
The social model of disability is a way of understanding disability that focuses on the barriers created by society
Barriers: These can be physical (like buildings without ramps), attitudinal (such as stereotypes about what disabled people can or cannot do), or systemic (like policies that exclude disabled people).
Specialist Technician Video Performance and Screen Media
Leila Ghouri used the cube to collect data from students in their understanding of video production.
Film. Workshop Inductions. It was used to encouraging students to collaborate. To identify some of the things that they may encounter in the film industry. Misogyny, Racism, and Disrespect towards women as well as men. To support student who are lacking knowledge on film equipment and equipment set-up. The cube can help students to note on the surfaces what they understand or do not know about video film production. To understand different departments of a film production team. It also encourages students to work together. How would they work together? How will the production team function. This helped the students to think of the problems that they may face as a filmmaker. It can be used as a way of storing information. To recall a recording process, an analysis of film procedures.
conclusion from Leila Ghouri’s feedback
She also viewed the cube as a Pandora’s box. All the possibilities of film production and design is possible. Themes can be explored. Using it as a possible ethics tool or a way of exploring new ideas in filmmaking? It can be used to introduce a teaching theme in film production.
Campbell Muir
Specialist Technician Jewellery
Materials
Below is a copy of an email sent by Campbell giving feedback on the cube, dated Wednesday 30th October 2024
Hi Michael,
I completed the cube with a design problem concept to encourage students to make a dialogue about the design process, with jewellery in mind but product in general. I never cut it up but feel that it would work well as a tool for loosening up situations when I there’s a need to talk.
I will answer the questions via an email, I’m off until next week now but if you want to collect it it’s on my desk in my office so if you’re in just pop by and Chris or Frieda will give it to you.
Speak soon
Campbell
Conclusion from Campbell Muir feedback.
Campbell used the cube as an Icebreaker to encourage students to talk openly and discuss design problems and concepts. He has viewed as an aid to be used during the design process and product. There is no reference concerning disabilities, seen or unseen. The cube has been solely used as a teaching tool to encourage greater student participation and enhance creativity.
Summary of feedback from Practitioners, Teachers and Technicians on the ‘Cube Trans configurations Tool.
The various interviews with the above practitioners, teachers and technicians, on my art based research approach to unseen disabilities; I was greatly surprised by the diverse response and usages of the cube in their fields of professional practice , from film productions, jewellery maker, costume, photography etc. It is was made clear to me that the cube can be used to deliver a multitude of subjects; disabilities; an aid to design creativity. With intersectionality being a strong element of the cubes influence on a students; to stimulate ways of thinking; to ‘touch your written thoughts’ an interaction of ideas.
Recording feedback from interviews from practitioners, teachers and techniciansto be used as data
With reference to ‘ Writing small discoveries: an exploration of fresh observers’ by Aksel H Tjora. I found that the interviews with the selected practitioners were very intensive and mentally challenging as my initial approach was a face-to-face meeting where I allowed them to give verbal feedback with no limitation or restrictions or rules in how they presented their views and reaction to my ideas on ‘unseen disabilities’, or how they used the cube as a teaching tool. My method of recording this was to write notes while asking questions and observing their manipulation of the cube. To maintain all my senses- attuned to making sure I record my observations accurately was demanding. as stated by (Tjora, A. H.) ‘collecting information-in-society firsthand by maintaining alert attention, with maximum use of the observer’s complement of perceptual abilities and sensitivities, to all the accessible and relevant interpersonal and intrapersonal events going on in the immediate field situation through a period of time’
I felt accuracy in my documentation would be lacking and so you will find that I have used several methods to record the interview, by either using an audio recording (Michael Breakey) or an online interview with Carys Kennedy.
Do feel that my initial approach and the rules I have set fo the interview to take play was more engaging for the interviewer and interviewee. I felt the free flowing of information gave a richer context of my cube but I still feel I have not captured everything that was said or actions I observed.
But if accuracy in the data is crucial I would in future record the interviews with a recording device; video and audio.
REFERENCE:
Tjora, A. H. (N.D.). Writing small discoveries: an exploration of fresh observers’ observation.Norwegian University of Science and Technology.
I believe this can be a useful teaching tool to encourage open dialogue about unseen disabilities and other challenges students may face.
Below is a video clip of the cube in use.
Transformation of 8 x wooden blocks
I have also attached an online debate with my fellow Pg Cert colleagues, talking about disability in a Blog discussion. I want to share this exchange because the blog format gave an accurate account of personal views on disabilities but over a longer period of time. What is interesting and to be noted is the passion of the debate.
In my first Action Research Blog 1 posted on 20th October 2024, I have shown my initial thoughts and notes in how I will approach this research project.
You can see, I have visualised the bridge. The idea is for the student to be introduced to the subject where knowledge is shared by crossing the bridge. As they cross over, they will be engaging with the learning material. The learning outcomes are highlighted on the bridge supports where teaching objectives are achieved.
Once they reach the other end.
The bridges’ structure is held together with different learning outcomes and educational elements to support the tutor in delivering the lesson. It is made up of teaching subjects, introduction to the lesson learning outcomes and encourages student engagement.
The train is made up of different sections; the tutor as train driver and engineer, designing and delivering the class; the coal truck is where the subject/lesson is stored ‘the cube ‘and the carriages are filled with students, made up of diverse backgrounds and social status, with student questions, concerns. They will be keen to learn.
The tutor and students are on the same learning path, a journey that they will share together.
Students will explore the cube possibilities. This will open group discussion that leads to final presentation of ideas that supports the learning. This is the learning path that I want to deliver so that no one is left behind in their understanding of the subject.
In this way I have visualised the learning outcomes that my students will travel.
Please find attached a video clip that demonstrates my methodology.
Please find below my invitation to students to join my research project, with poster and invitation letter.
Join Our Research Project: Exploring ‘Unseen’ Disabilities
Dear Students,
We are excited to invite you to participate in an important research project aimed at discussing and exploring ‘unseen’ disabilities. This project seeks to understand the diverse experiences and challenges faced by individuals with disabilities that are not immediately visible.
Why Participate?
Share Your Story: Your unique perspective is invaluable in helping us understand the full spectrum of ‘unseen’ disabilities.
Raise Awareness: Contribute to raising awareness and fostering empathy within our community.
Make a Difference: Help develop inclusive solutions and support networks for those with ‘unseen’ disabilities.
What to Expect:
Interactive Discussions: Engage in meaningful conversations with fellow students and researchers.
Creative Activities: Participate in activities designed to express and document your experiences.
Confidential and Respectful Environment: Your privacy and comfort are our top priorities.
How to Join:
Sign Up: Visit [insert sign-up link or location] to register your interest.
Information Session: Attend our information session on [insert date and time] to learn more about the project.
Contact Us: For any questions, please contact [insert contact information].
We look forward to your participation and to hearing your valuable insights. Together, we can make a difference!
Art based research, ‘object-based learning’, ‘learning by doing’, ‘learning through making’. I’m an ‘Arts Based Researcher’, that is an obvious intrinsic element in my being. I am an artist, skilled maker. I have intelligent hands that can manipulate, change and mould any material that I choose to put my mind ‘to create’ an object or item; functional or non-functional. (Willcocks, J & Mahon, K (2023) I have a brain that is constantly brimming with creative ideas, imagery of future ‘make possibilities’ that I want to manifest into the world, but I know that my life will be still too short to make it all happen’.
I am strong believer in ‘object-based’ learning, and it is clear to me that by delivering my lessons through ‘doing, making and demonstration’ I can stimulate student discussion and creative imagination through the ‘doing and making’ process. This will reinforce the understanding of technical skills in the manipulation of material, the use of tools in construction. Sharing ideas within the student group, stimulate new ways of thinking and looking.
In my first Action Research Blog 1 (date: Posted on 20th October 2024 by Michael Ste. Croix) I have shown my initial thoughts and notes in how I will approach this project.
The aim of my research is to reveal unseen disabilities, below is my Ethical Action Plan and feedback from my tutor John O’ Reilly. This document launches my research.
With reference to my ARP 2024-5 Ethical Action Plan, below are further methods and approaches I can deploy to engage students to discuss issues concerning disabilities:
Teaching Strategies for Students with Disabilities
My bridge analogy can be further developed into an infographic image that outlines the key stages of learning and supports the key learning outcome. Here are possible structures of the bridge support:
Introduction to the Subject: Present the topic and its relevance.
Setting Learning Goals: Discuss what students aim to learn.
Exploring Theories: Introduce both seen and unseen aspects of the subject.
Group Discussions: Facilitate discussions to explore different perspectives.
Final Presentation: Allow students to present their findings and reflect on their learning journey.
Ethical Considerations
Confidentiality: Ensure that any sensitive information shared by students is kept confidential.
Support Systems: Have resources available for students who may need additional emotional or psychological support.
Respect and Empathy: Always approach students’ disclosures with empathy and respect.
My aim is to make the learning process more transparent and supportive, especially for students with disabilities. I will adjust my ethical approach, and research aims, and objectives based on feedback and observations from students and practitioners. The ‘hidden disabilities’ that students experience, where, race, colour, gender intersects. (Disability and Race Ade Adepitan (-2021) As teachers, we must be ‘attuned’ to these student ‘unseen’ disabilities so that support can be given to them to support their learning.
I have reflected on my teaching practice and how I have been greatly influenced by the PgCert unit ‘Inclusive Practice’. This unit provided a safe space to discuss Disability, Faith, and Racism, referencing works by Crenshaw, Aziz, and Brown. (Crenshaw, K (1991) These discussions led me to re-evaluate my approach to teaching performance and stage design, emphasizing the importance of inclusivity. It highlighted the issue of ‘unseen’ disabilities that students may not disclose, which can hinder their educational experience. I propose to develop a physical tool to help students reveal these disabilities in a supportive environment, aiming to foster inclusivity and provide necessary support.
My teaching practice and my commitment to inclusivity, particularly for students with unseen disabilities. I plan to create a cube made up of wooden blocks that students can manipulate in their hands to reveal their hidden challenges. This cube will serve as a tool to foster discussions about disabilities, aiming to support students in expressing their difficulties. With emphasis to create a safe and inclusive educational environment and plans to further research and refine the cube design based on feedback. I will also highlight the need for teachers to be aware of and address the intersectionality of various student challenges.
Constructing the ‘Cube concept, usage and rational’.
The image above is a visual idea of how different cubes attached together can create a large data base of ideas and concepts on unseen disabilities, each cube intersecting and influencing its neighbouring cube in the pursuit of bridging the difficulties that students encounter in university educational learning.
The cube can stimulate innovative ideas and ways of thinking; to touch your written thoughts, to hold it in your hands- to create new concepts in learning. Through ‘object-based learning’ – giving your ‘written’ thoughts and ideas to someone else, to physically pass your thoughts and ideas around the table group-students; an interaction of ideas; manipulated and ‘taken apart’ and disassembling and reassembling the cube again, and again, and again and again. Intersecting disabilities as the cube goes through several trans configuration’s -intersections creating new ideas new ways of looking at a problem-revealing to the student’s possibilities, creative interaction with fellow colleagues.
I am conscious of the sensitivity of the subject which may provoke reactions of a personal nature on colleagues, depending on how I present the research material and objectives. The themes that are discussed may encourage us to explore the social and political issues that race, colour, culture, politics and social structures interweave within our lives; how we face it within the context of education and how we challenge it when it manifests itself within a class lesson or to a student body.
It is a difficult issue, for us as teachers to engage with …it requires creative approaches to address these problems.
What qualifies as a hidden disability
A hidden disability refers to a condition or impairment that is not immediately evident to others. It includes various physical, cognitive, and mental health conditions that can have a significant impact on a person’s daily life, despite not being visibly apparent
The cube can be a powerful tool in recognizing and supporting individuals with hidden disabilities. It serves as a visual cue to the tutor and university student support services that these students may need additional understanding, patience, or assistance. This can be particularly helpful in a university environment or public spaces, where hidden disabilities might otherwise go unnoticed.
The cube may be able to help, individuals; discreetly signal their need for empathy and support, encouraging actions, like offering extra time during class interactions. This teaching tool may help break down barriers and create a more inclusive society. hidden disabilities.
A Society where everyone’s hidden disabilities are acknowledged and supported. Hidden disabilities can make life a daily challenge for those students who live with them. Students may encounter difficulties to fully engage with their university environment or be fully involved in student activities/communities. Traversing the educational demands they face on their chosen courses. overwhelming environments, individuals with hidden disabilities often face challenges in receiving the kind of assistance or support they need.
Some of these ‘unseen’ disabilities are autism, anxiety, dyslexia, asthma, chronic pain. Four common hidden disabilities include autism, epilepsy, Crohn’s disease, and visual impairments. Disabilities include physical, sensory, cognitive, intellectual, mental health, and chronic health conditions. By promoting awareness and starting conversations, we can create a more inclusivity.
Introduction of the cube to Practitioners & Tutors
To start my Action Research Project, I wanted critical feedback from tutors, practitioners and teachers who create, deliver teaching material and engage with students delivering course curricular. Highlighted below is my introduction to selected colleagues who I wanted to participate in my research.
Dear Colleagues,
First, I want to thank you for taking part in helping me with my Action Research Project on ‘Unseen Disabilities’. thank you for the support and feedback you have given me so far on my research journey.
I presented to you at our Workshop 2 class on Friday 25th October an ‘Action Bag’ which contained a cube, electrical tape, a document that gave a brief description of the cubes function and my aim of the research.
As teachers, educators and practitioners, I asked you to give a critical assessment of my research project and to take the opportunity to explore how the cube can be used as an educational tool- applied to subject learning or in a workshop environment to achieve a learning outcome.
I would like some feedback in how you view my research project and how you used the cube. This feedback can be written or an arranged meeting to discuss in person. Or we can find time at our next Group 4 Workshop 3 at Elephant & Castle of Friday 22/11/2024. This will conclude one cycle of my research.
I will collect the ‘Action Bag’ and feedback from you to be used as data. Your cube, now an artifact, will be reviewed in how it’s been used or not used during your assessment.
Please let me know if you need further information.
Many thanks
Michael
Below, is a segment of the document that is part of the ‘Action Bag’ presented to participants. please find below full presentation document attached.
Cube Test 1 Friday 25th October 2024
CUBE TRANS CONFIGURATION TOOL
“What is so exciting for me about object-based learning; it helped me to I understand that you can create new ways in communicating ideas and information, stimulate deeper learning and new ways of thinking through the use of an object; how it influences one’s thoughts when a person is holding it in their hands”.
‘The variations in how information can be transmitted; abstract ideas and thinking can be made simpler or complicated. Transferable skills can be developed through the manipulation of materials, the way we talk about materials and its understanding of it. How certain objects made or found can create meaning and engage people from different cultures and nationalities.’ I want this research to promote a new way of thinking in how objects are placed in a space, holds or contains information, how it provokes thinking and understanding. To observe how we learn, how we engage with each other and communicate and share transferable skills learnt during the research teaching session.
The cube will be introduced in class as a hands-on tool to encourage open dialogue about unseen disabilities and other challenges students may face. Here’s how the process will unfold:
Presentation: The teacher will start by explaining the purpose of the cube and its role in fostering inclusivity. They will highlight how the cube can help reveal and discuss unseen disabilities, faith, and racism.
Demonstration: The teacher will show how the cube can be manipulated into different configurations, using images or a live demonstration. This will help students understand how to interact with the cube.
Engagement: Each student will receive a cube to explore. They will be encouraged to write or draw on the blank surfaces of the cube, expressing any unseen challenges they face.
Discussion: The class will then engage in a group discussion, using the cubes as a starting point. Students can share their thoughts and experiences, fostering a supportive and inclusive environment.
Feedback: The teacher will gather feedback from students on their experience with the cube, which will be used to refine the tool and improve future lessons.
This approach aims to create a safe space for students to express themselves and receive the support they need.
I have based my Action Research project by acknowledging that my teaching practice is based on ‘object-based learning’ and by ‘learning by doing’, ‘learning through making’, I am an ‘Arts Based Researcher’.
My research is to reveal unseen disabilities, I have created an ARP 2024-5 Ethical Action Plan, highlighting my aims an objective to construct a physical cube that the students can use if they are not prepared to speak out openly amongst fellow students-to document the disability without revealing their identity. The cube will allow them to write on surfaces and name visible and ‘unseen’ disabilities.
I have outlined initial ‘Research Approach & Questions’ with links to for further support for students who have disabilities that need support.
The ‘Cube Concept and Configuration’ explains the functionality and usage of the cube. The cube will serve as a tool to foster discussions about disabilities, aiming to support students in expressing their difficulties. With emphasis to create a safe and inclusive educational environment and refine the cube design based on feedback.
I will also highlight the need for teachers to be aware and address the intersectionality of various student challenges.
For this teaching tool to work, we must know what qualifies as a hidden disability and to recognise it, they are: anxiety, dyslexia, asthma, chronic pain. Four common hidden disabilities include autism, epilepsy, Crohn’s disease, and visual impairments. Disabilities include physical, sensory, cognitive, intellectual, mental health, and chronic health conditions. By promoting awareness and starting conversations, we can create a more inclusivity.
I have started my Action Research Project by engaging teachers, educators and practitioners. I have asked them to give a critical assessment of my research project and to take the opportunity to explore how the cube can be used as an educational tool- applied to subject learning or in a workshop environment to achieve a learning outcome. This will be key data for my research and how I will progress in developing the cube as a teaching tool.
REFERENCES
Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color Author(s): Kimberle Crenshaw Source: Stanford Law Review , Jul., 1991, Vol. 43, No. 6 (Jul., 1991), pp. 1241-1299 Published by: Stanford Law Review
Crenshaw, K (1991) Mapping the Margins: Intersectionality, Identity Politics and Violence against Women of Color, Source: Stanford Law Review, , Jul, 1991, Vol. 43, No. 6 (Jul.1991). pp.1241-1299
Aziz, R (1997) Feminism and the challenge of racism: Deviance or difference? In Black British Feminism, ed. Mirza, H. S. London, Routledge, pp. 70-77.
Choudrey, S. (2016) Inclusivity-Supporting BAME Trans People [Online]. Gender Identity Research & Education Society, 14 February. Available from:
Orr, S, & Shreeve, A 2017, Art and Design Pedagogy in Higher Education: Knowledge, Values and Ambiguity in the Creative Curriculum, Taylor & Francis Group, Milton. Available from: ProQuest Ebook Central. [1 January 2024] Created from ual on 2024-01-14:50:26
Willcocks, J & Mahon, K (2023) ‘in commerce the potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and design in high education ’.’Art, Design & Communication in Higher Education’, (Volume 22) p. 187-207
Sam, C 2016 ‘How do art design technicians conceive of their role in higher education’ Spark: UAL Creative Teaching and Learning Journal Vol 1 / Issue 2 (2016) pp. 62-69
Willcocks, J & Mahon, K,-‘The potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and design higher education’
Citation: Thomas, Cate. 2022. Overcoming Identity Threat: Using Persona Pedagogy in Intersectionality and Inclusion Training. Social Sciences 11: 249. https://doi.org/10.3390/ socsci11060249 Academic Editor: Nigel Parton Received: 25 March 2022 Accepted: 30 May 2022 Published: 2 June 2022
(Disability and Race Ade Adepitan (-2021) web: https://www.youtube.com/watch?v=KAsxndpgagU
Chay Brown Intersectionality in Focus: Empowering Voices during OK Disability History Month 2023 (2023) web: https://www.youtube.com/watch?v=_yID8_s5tjc
(Citation Michael Breakey, Luke Cunningham and Dimitrios Coumados 08/01/2024) from feedback on Intervention report ‘Unseen Intersections-Configuration Cube’
Do further research in how UAL supports students with disabilities, especially those students who suffer from anxiety and study work related stress. Look at ISA-individual Support Agreement and how it is used. Contact Cary’s Kennedy.
My positionality statement on Discrimination: Ethical Discrimination-Race, Colour, Sex against women, Reading Materials/Ethical Research Reference, Politics, Social/Society and Rationale.
Regardless of race, creed, or colour; opportunities should be available to all. As a Technical Coordinator Performance, Technical and Teaching Resources, working as Central Saint Martins. We must be committed to this aim. The inclusivity and understanding of the intersectionality of identities within the LGBTQ plus and the intersectionality of women of colour; the challenges faced by disabled individuals; disabilities ‘seen and ‘unseen’ within communities, prevents students to fully participate in community events and feel safe and equal in society. (Chay Brown 2023)
The subtleties of nonverbal communication and the difficulties it can pose for some individuals students must be recognized and systems put in place to support them. It underscores the need for greater understanding and accommodation of different communication styles within the community. To help this, there must be an emphasis on budgeting for accessibility. And to have good insights in making things accessible for those people with disability needs. As it will benefit them and everyone else. It is an important argument. To emphasize, priorities accessibility in all aspects of community planning and development.
The main outcome of this blog on disability, gender, intersectionality for me is that we must work towards building ‘visibility and inclusion for all’. And to have the belief in ‘Inclusion first approach ‘. must be our motto. If we are not working for all members of our community, including disabled trans people, then we are not truly serving the community and society.
Below, is evidence of my social justice and critical analyses in how I want to confront the disability issues, biases under the themes of, Race, Colour, Sex against Women and the politics/society structures that are structured, preventing fairness and equality. It is these injustices that I want to confront and find solutions to prevent them impacting on a student’s progression within an educational environment. This under pins the ‘Learning Path’ the ‘Bridge’ analogy that is part of my methodology. As strongly stated in my positionality statement and the journey that I have undertaken through my Pgcert 2024-2025, completing the following units:
Just like my Action Research Blog 2, again I will show you all my ‘working outs’, how I am thinking, and I will be highlighting elements within reading materials that interests me or has immense importance and influence on my research and how I am thinking.
The tool that I am using to document this is the REMARKABLE 2 which is an electronic note pad I will copy and paste within my blogs to show you my immediate reaction to articles; to reveal my ‘unseen interests within the articles’ for you to note and read. Again, I will give comments on articles, and summary at the end.
Also I have researched on an ethical approach to research that is aware of possible discrimination that may be encountered during my research:
Ethical Considerations in Art-Based Research:
Transparency and Intentionality:
Objective and Values: Clearly state the research objectives, influenced by the researcher’s and community’s values, attitudes, and political views.
Researcher’s Role: Explain the researcher’s relationship to the topic and their personal intentions.
Voluntary Participation:
Ensure that participation is voluntary throughout the process, allowing participants to withdraw at any time.
Informed Consent:
Purpose and Publication: Clearly indicate the purpose of the research and how the findings will be published.
Identifiability: Specify whether participants will be identifiable or anonymous.
Consent for Minors: Obtain consent from guardians for participants under 18 and from relevant authorities if conducted in schools.
Documentation Consent: Obtain consent for photographing and documenting the research, especially if individuals are identifiable.
Confidentiality and Privacy:
Protect the privacy of participants and handle sensitive information responsibly.
Store consent forms and other sensitive documents securely.
Ethical Documentation:
Ensure that documentation, such as photographs and videos, is used ethically and with proper consent.
Limit identifiable documentation of minors unless explicit consent is given.
Reporting and Transparency:
Reference all sources appropriately and disclose any challenges or errors in the research process.
Share the research report with co-researchers and key participants for review and confirmation
The Rise of Citational Justice by Diana Kwon
“The Rise of Citational Justice” by Diana Kwon, published in Nature on March 24, 2022, tackles the concept of citational justice, which aims to address the disproportionate, prejudicial, unfairness-against groups of people and individuals in academic citation, recognising embedded intellectual work that references work for the purpose of acknowledging the relevance of the works of others.
The article highlights how certain groups, such as women and researchers from underrepresented regions, are often cited less frequently than their peers. This under-citation can impact their career progression and the visibility of their work.
I have used this article as it gives guidance in how to create inclusivity and generate initiatives to encourage researchers to be mindful of whose work they are citing and to strive for inclusivity in their references. Quote from article; “We’re talking about acknowledgement. We’re talking about engagement. We’re talking about recognition.” Kwon, D. (2022)
We need review how we acknowledge minority academic work that is not referenced. We must encourage academics to change their citation practices and supporters of change, emphasis that it goes beyond just adding diversity to reference lists; it involves acknowledgment, engagement, and recognition of ideas. It is not enough to acknowledge these disparities and to try to increase recognition of the citational work being referenced; it requires a comprehensive approach. Making sure there is appropriate resources in place, equity in funding and hiring staff/diversity the fair share of awards. Elevating underrepresented scholars benefits not only those individuals but also the wider population, as diverse representation leads to broader benefits for all.
Truth -telling and Intellectual Activism By Patricia Hill Collins (2013)
This article inspired made me to reflect in how universities serve student learning, and how I navigate an educational environment where conflict can occur due to the political/education structures placed on academics, teachers, technicians with a focus on intellectual activism. To be “speaking truth to power.” We as teachers may have to challenge the educational systems that we work in with a voice that questions how we deploy our teaching methods towards our students. (Collins, P.H. (2013) empowers us to tell the truth-which can reveal multiple of truths that shows us how we can serve our students better.
Her written work ‘Black Feminist Thought: Knowledge, Consciousness and the Politics of Empowerment’ aimed to engage with an academic audience of African American (academic and non-academic) women. She explains the how she navigates and balances the disruption her article has coursed with the aim of the article to be a useful and recognizable to African American women.
This approach in her article I have used in my research feedback. I wanted ‘critical feedback’ from practitioners, teachers, technicians etc. this data I have used to so that I get an accurate assessment of my research work completed so far and my work critiqued by my fellow colleagues, to focus on elements in my work that needs review. I want to be able to voice student issues concerning barriers to student learning and this article gives an approach in how to voice concerns where there are educational structures in place that hinders student progression and inclusivity.
SUMMARY:
Out of the reading material listed above, I have highlighted a crucial aspect of my research that feeds into my Action Research project on ‘unseen disabilities’: the importance of ethical considerations throughout the entire process. Ethical issues indeed extend beyond data gathering and participant risk, encompassing every phase from conception to dissemination. Historical examples like the Tuskegee syphilis experiments and Milgram’s obedience studies underscore the potential for harm when ethics are neglected.
Ethical decision-making is essential and can foster creativity, even in areas like research ethics governance. This connection between ethics and creativity is often overlooked.
Feminist research has evolved significantly over the decades, focusing on various social issues through the lens of gender. Here’s a brief overview:
1970s: Second-Wave Feminism
UK Researchers: Liz Stanley, Sue Wise, and Ann Oakley studied topics like family, housework, motherhood, and lesbian experiences of homophobia.
US Researcher: Laurel Richardson explored the impact of gender on everyday customs, facing challenges in getting her work accepted due to its perceived stridency.
Key Concepts
Challenging Objectivity: Feminist researchers argued that the identity and context of both researchers and participants are central to the research process, opposing traditional principles of objectivity and neutrality.
1990s: Third-Wave Feminism
Intersectionality: Researchers began to recognize that gender interacts with other forms of inequality, such as ethnicity, sexual orientation, and socioeconomic status. This approach acknowledges the complexity of identity and its social and geographical contexts.
Research Methods
Qualitative Methods: Initially favoured by second-wave feminists for their ability to capture the nuanced experiences of women.
Mixed-Methods: Researchers, particularly in the US, have embraced quantitative and mixed-method approaches to address certain research questions effectively.
Case Study: Domestic Violence Research
Marianne Hester and Colleagues: Conducted a mixed-method investigation into domestic violence, including focus groups, interviews, and a questionnaire. Their feminist approach ensured sensitivity to gender and power dynamics in both heterosexual and same-sex relationships.
This summary highlights the evolution and diversity of feminist research methodologies and their focus on understanding complex social issues through a gendered lens.
Kara. H 2015. Creative Research Methods in the Social Sciences:n A Practical Guide, Policy Press, Bristol. Available from. ProQuest Ebook Central. {18 September 2023}. Created From ual on 2023-09-18 13:44:06
REFERENCES:
Kwon, D. (2022) ‘The rise of citational justice’, Nature, 603, 24 March, pp. 24-26.
Collins, P.H. (2013) Truth-telling and Intellectual Activism. Philadelphia, Pa.: Temple University Press
Kara, H. (2015) Creative Research Methods in the Social Sciences: A Practical Guide. Bristol: Policy Press.
‘My future Blogs I will reveal all that is ‘unseen’ an idea that popped into my head last week date: Sunday 27th October time 18:13 pm.
In my first Action Research Blog 1 (date: 20th October) I have shown my initial thoughts and notes in how I will approach this project. As the aim of the research is to reveal unseen disabilities, I will show you all my ‘working outs’, how I am thinking and highlighting elements within reading materials that interests me or has great importance and influence on my research.
The tool that I am using to document this is the REMARKABLE 2 which is an electronic note pad which I will -copy and paste within my blogs to show you my immediate reaction to workshop lessons and reading material. To reveal my ‘unseen thoughts’ to be made visible for you to read (citation reference: John O’Reilly 25/10/2024)
So, I must apologies now for the terrible and at times eligible handwriting; but for me, this is the quickest and at times instantaneous way of putting my ideas and thoughts electronically accessible to share to all.
My Thoughts, Methodology and Action.
My Thoughts…
“The Bridge”
How do I teach? How do deliver my curricular subject to my students? How do I ensure students are learning the curricular subject? How do I engage with students?
Delivery and teaching a subject can be difficult. Teaching can be difficult if you have no idea in how you are going to deliver it.
These are too many questions that continue to challenge my teaching practice since I started this PgCert so may months ago.
I question myself ‘What is the learning path for students? It is difficult for me to put into words, and it would seem to me -, after reading quiet a few academic papers and articles that explores this subject, the debate continues how this can be achieved (Orr, S, & Shreeve, A 2017).
As teachers it can be hard to find an effective method, we have different views in how we engage with students.
This will be the starting point for me; to truly look deeply in analysing my teaching practice that will guide me through my action research.
What is the learning path for students learning?
My action research aims to reveal and support students with unseen disabilities that students encounter.
To visualize my teaching and ‘learning path’ for students’ I imagine a bridge in which the student must cross to achieve there learning outcomes. I see us the teachers as bridge builders and engineers with all the essential learning teaching materials and elements in place to support the bridge construction.
With reference to ‘MY APPROACH TO ACTION RESEARCH PROJECT’ notes blog 1: If you read through my initial thoughts. You will see that all the pages are numbered bottom right of page. I will use this numbering to reference the read to certain points in my thinking that leads me to question my practice and knowledge.
Page 1. You can see, I have visualised the bridge. The idea is that the student is introduced to a subject where knowledge is shared by crossing the bridge. As they cross over, they will be engaging with the learning material. As they journey across, learning outcomes will be achieved.
The bridge structure is held together with different learning outcomes and educational elements to support the tutor in delivering the teaching. Made up of subjects, introduction to the lesson, What the students aims are to learning. Discuss theories etc.
Students will be introduced to the cube to explore the cube possibilities. This will open to group discussion that leads to final presentation of shared ideas that enforces the learning. This is the learning path that I want to deliver and maintain the discussion of what they’ve learned, with a possible conclusion in how we support student with unseen disabilities. This is how I visualised what a ‘learning path’ bridge will function.
This way I can visualise the learning outcomes that my student will journey.
I have roughly sketched out these elements need for the bridge.
Creating an ethical space. On Page 3. I was concerned about how I will facilitate this action research. Where will the students be placed? What will the environment be? Would it be suitable for this teaching? As you can see on this page 5, I have numbered out some of the key elements which must be in place. For instance, to be compassionate to students. To consider students who are sensitive or suffer deep Trauma. To have active listening and be attentive. To speak, listen and discuss openly. These are some of my actions that I must consider and need to do.
How do I record this data? The teaching session. Is it observation? Is it filmed? Is it a questionnaire?
“Are the students the experts”.
I have come across this statement during the PgCert workshop discussions with my colleagues, a view that I will take on board. It is important for me to consider as it is the student who is experiencing difficulties with their learning and to navigate how to overcome these obstacles within a university environment.
Summary: In my action research project, I will use a bridge analogy to visualize the learning path for students, especially those with unseen disabilities. The bridge represents the journey students take to achieve learning outcomes, with teachers acting as bridge builders. My blog documents my thoughts, theories, and methods, including the use of the REMARKABLE 2 electronic note pad to share my immediate ideas. Key elements for creating an ethical learning space include kindness, compassion, and active listening. Students are considered experts in their own learning experiences, and their input is crucial in understanding and addressing their learning challenges.
“My Methodology”
My blogs will show my thought process and how and why I did a particular action, what made me make this decision or follow a particular path.
It will be like a washing machine cycle. Its cycle will be like this:
How and why, I did this?
Has it affected me and my practise?
I did that. But I did this instead.
Because it affected me this way.
What I have read and who has influenced my thoughts, it led me to do this.
My Summary/conclusion.
And where necessary, end with a positionality statement.
With the new positionality statement, I will repeat the above cycle.
How and why, I did this?
it affected me and my practice.
I did that, but I did this instead.
Because it affected me etc.
I hope this method will keep me on track with my research and end with an observational, data reference presentation.
“It’s important how I collect the data-critical feedback is key”.
As I formulate the cube concept. I will be collecting data in several ways.
The sessions will be observed with written documentation and filmed with the full consent of the students who are taking part, so that written documentation has a reference and authenticity in accuracy to avoid pitfalls of the observer who’s writing may not capture all the nuances of student engagement with the lesson subject.
Data gathered may be shared as infographic image, poster or a document. I am looking forward in doing this as I believe visual imagery is a powerful way of communicating and transmitting instant Information. Data that is easily understood, recognisable and learned.
To start the data gathering I have targeted fellow colleagues who deliver student learning. Teachers, academics, technicians, educational practitioners, who can give immediate feedback of their own experience of teaching. To give a critical assessment, report on how my cube can be used as a teaching tool or to supplement or enhance their own curricular. Alternatively, they can give feedback that it offers no educational value or support for tutors or students. It may be an object that may cause distraction and divert focus on the learning outcomes that has been designed for the student. This type of feedback will be helpful for me to know so that I can revise, assess my aim through the research. Does the cube have any ‘teaching value’? Do I have to revise the cubes physical shape, size and concept.
Accurate, concise data may be difficult to achieve if the material is sensitive, please refer to reading material/article ‘Specialist Research Ethics Guidance Paper-Emotionally Demanding Research: Risk to The Researcher’. With reference to Blog page 12.I have given each practitioner a bag containing the following: a Cube, Electrical tape and my document that outlines how the cube is used for teaching, paper titled; ‘Cube Test 1 Friday 25th October 2024. Cube Trans-configuration tool’. to give feedback on my research. Blog 1 page 13. I have set aside two weeks for the practitioners to explore the cube physically and the concept of it as a teaching tool. And a arrange a date for feedback. Pages: 14 and 15 is a rough draft of a Task Line, highlighting main objectives that I want to accomplish in October. Pages:16 and 17 is another visual analogy of a train journeying down a train track-possible infographic image of train engine representing my research project. The separate carriages contain the students. The structure of the bridge is made up of essential parts that make up a university’s infrastructure. The wheels of the train support the engine and the carriages. They represent technicians, teachers, teaching material, workshops etc, budgets, Introduction to knowledge, teachers’ workshops, technical resources. Student support etc. The railway track represents the college. With the teachers and resources. The sleepers that support the railway track is made-up of facilities, subject material workshops. On page 16. This is my first rough draft image of train and track… Page 17 is another refined image of train and track.
This is the image that I have in my mind’s eye of my methodology and how I will cycle my thoughts and challenge my thinking during this action research. The Bridge which supports the train that carries the teaching and curricular subject outcomes (unseen disabilities) that is on the path that leads to learning. and train that leads the path to learning.
“Action”
Cube concept. I am researching a sensitive aspect of a student’s well-being. The idea of the cube is to stimulate discussion of unseen disabilities. I am a strong believer of “inclusivity” for all’ The cube offers a Blog 1 page 4 a great opportunity to explore many subjects and situation as a starting point to encourage open discussion with students. To reveal unseen disabilities without the students identifying being disclosed. To overcome restrictions, barriers, obstacles in student learning. To fully engage with the university teaching environment.
Constructing the ‘Cube concept and usage’. Above image is a visual idea of how different cubes (with data recorded on surfaces) attached together can create a larger data base of ideas and concepts of unseen disabilities, each cube intersecting and influencing its neighboring cube in the pursuit of bridging the difficulties that students encounter in university educational learning.
“The cube can stimulate innovative ideas and ways of thinking; to touch your written thoughts, to hold it in your hands- to create new concepts in learning. Through ‘object-based learning’ – giving your ‘written’ thoughts and ideas to someone else, to physically pass those ideas around the table group (students) interaction of ideas; manipulated and ‘taken apart’ and disassembling and reassembling the cube again, and again, and again and again, Intersecting disabilities as the cube goes through several trans configuration’s -intersections creating new ideas new ways of looking at a problem revealing to the student’s possibilities, creative interaction with fellow colleagues.”
Inclusivity is a key thing that the institutes and universities want us to encourage so that no student is left behind in their learning.
(Citation Michael Breakey, Luke Cunningham and Dimitrios Coumados 08/01/2024) from feedback on Intervention report ‘Unseen Intersections-Configuration Cube’
My action
Start developing, looking at a creating a safe environment for student to reveal their disabilities.
Create a list of questions to encourage open debate on disabilities, intersectionality, and inclusivity.
Record and observe how students use the teaching material.
Did the student understand the aims of the class and learning outcomes?
Do further research in how University of the Arts London supports students with disabilities, seen and unseen especially those students who suffer from anxiety and work related stress. Look at ISA-individual Support Agreement and how it is used and shared with academics and technicians.
Above, first construction prototype of cube.
Summary:
In my action research project, I will use a bridge analogy to visualize the learning path for students, especially those with unseen disabilities. The bridge represents the journey students take to achieve learning outcomes, with teachers acting as bridge builders. My blog documents my thoughts, theories, and methods, including the use of the REMARKABLE 2 electronic note pad to share my immediate ideas. Key elements for creating an ethical learning space include kindness, compassion, and active listening. Students are considered experts in their own learning experiences, and their input is crucial in understanding and addressing their learning challenges.
The ‘trigger point’ for me- on my journey on this PgCert course has focused my ‘Action Research’ project, stems from my intervention unit; below is an extract from my positionality statement that has fuelled me to explore the issue of ‘unseen disabilities’; this has anchored my resolve in how I will deliver my future teaching practice and engagement with future students.
(this statement will change, I’m sure- during my research journey)
Date: 20/10/2024
My positionality Part 2
Date: 08/01/2024
Introduction
The 23/24 Pg Cert ‘Inclusive Practice’ unit 2 has created a safe space for students to openly talk freely and explore three themes that affects us, socially, politically, and racially. They are, Disability, Faith, and Racism. With the references to Crenshaw, K (1991) on ‘intersectionality’, Aziz, R (1997) ‘Feminism and the challenge of racism’ and Brown, C (2023) ‘Empowering Voices on Disability’. These initial articles and videos have had a powerful influence on how I view my teaching practice. It has forced me to re-evaluate my students needs in how they engage with the performance and stage design subjects that I teach in support of the ‘Performance Programme’ curricular at Central Saint Martins. It has made me see the importance of ‘inclusivity for all’ a term that I have phrased within my PgCert blogs that I now make a principle I will try to adhere to; to try to ensure that I support all my student needs. With closer attention to the intersections that Kemberly Crenshaw has made us aware of, with her written articles and films, that gender, sex, mental health, disability, faith, racism can be challenges for students.
There are students who will not reveal their disabilities publicly and cause ‘barriers to inclusion.’ -preventing them to fully engage with their course and receive total support from their tutors. Without vocalizing their difficulties, these ‘unseen’ student issues can cause future difficulties for individuals and can be detrimental on their education.
We, as teachers, move among the student community and are not aware of the ‘unseen’ issues that students are facing. I would like to address this ‘unseen’ barrier that is preventing us for ‘inclusivity for all’ students. I intend to pursue this with vigour with the use of a ‘teaching tool’ that will aid a student to reveal their unseen disability in an environment that does not cause embarrassment but with the aim to help and support them at Central Saint Martins.
27/10/2024
Here are my initial planning notes and action for my teaching practice that came out of my first workshop at elephant castle lesson date: 27/10/2024 and first Online tutorial with John O’Reilly 11/10/2024
Below are my initial written notes , observations, images, my actions and thoughts at my first workshop class ‘Action Research’ at Elephant Castle date: 11/10/2024
My action research cycle-first draft 11/10/2024
Above is my Action Research Cycle first draft 11/10/2024
THE CHANGE
What am I planning to do.
To do further research on the cube design and the various possibilities in how students, technicians and academic staff can use it to support their teaching practice. To get further feedback from fellow technicians in it manufacturing and use. To create a teaching environment and questionnaire for the classes that I will deliver.
The above notes are my immediate reactions in how I will engage in this research. My next blog will show how I have solidified, I hope-the next step in exploring unseen disabilities and a methodology in place to deliver it.
I have also added an ‘Action Research Project: Unseen Disabilities. Cycles of Research’ Padlet as a guide in how I will complete objectives. Please find attached QR Code or use link:
The 23/24 Pg Cert ‘Inclusive Practice’ unit 2 has created a safe space for students to openly talk freely and explore three themes that affects us, socially, politically, and racially. They are, Disability, Faith, and Racism. With the references to Crenshaw, K (1991) on ‘intersectionality’, Aziz, R (1997) ‘Feminism and the challenge of racism’ and Brown, C (2023) ‘Empowering Voices on Disability’. These initial articles and videos have had a powerful influence on how I view my teaching practice. It has forced me to re-evaluate my students needs in how they engage with the performance and stage design subjects that I teach in support of the ‘Performance Programme’ curricular at Central Saint Martins. It has made me see the importance of ‘inclusivity for all’ a term that I have phrased within my PgCert blogs that I now make a principle I will try to adhere to; to try to ensure that I support all my student needs. With closer attention to the intersections that Kemberly Crenshaw has made us aware of, with her written articles and films, that gender, sex, mental health, disability, faith, racism can be challenges for students.
There are students who will not reveal their disabilities publicly and cause ‘barriers to inclusion.’ -preventing them to fully engage with their course and receive total support from their tutors. Without vocalizing their difficulties, these ‘unseen’ student issues can cause future difficulties for individuals and can be detrimental on their education.
We, as teachers, move among the student community and are not aware of the ‘unseen’ issues that students are facing. I would like to address this ‘unseen’ barrier that is preventing us for ‘inclusivity for all’ students. I intend to pursue this with vigour with the use of a ‘teaching tool’ that will aid a student to reveal their unseen disability in an environment that does not cause embarrassment but with the aim to help and support them at Central saint Martins.
With reference to my ‘Micro-Teaching Part 2 ‘Reflection on my teaching and presentation of subject’ Blog (posted on 21st March 2024). I would like to develop a physical tool in which the students can explore through touch and manipulation to reveal the ‘unseen’ disabilities they are facing and to encourage discussion within the student body; hopefully allowing those students the confidence to reveal their unseen disability and get the teaching support they need to complete their course with confidence.
image. 1
image. 2
image. 3
Context of my teaching
Reflection on my teaching and presentation of my subject.
Reflecting on my teaching practice and my positionality on inclusivity for all, to support the unseen student disability. I want to create a teaching dialogue that encompasses these aims.
I will manufacture a cube made up of 8 x wooden blocks 5cm x 5cm, hinged together on certain corners and hand manipulated by a student to transform it into different configurations- please refer to image.2 and Image. 3.
This is an exciting opportunity for me to try a new teaching process with reference to Willcocks, J & Mahon, K (2023) ‘in commerce the potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and design in high education’ and (Ade Adepitan (-2021) ‘Disability and Race’. I hope that the student will be influenced by the cube that they are holding in their hands which will allow them to express their thoughts; to write on the blank surfaces of the cube, of the ‘unseen’ parts of themselves that intersect with the visual disabilities that can be seen by the student, college community.
image. 4
image. 5
This is important because of the following:
The ‘unseen’
As I have mentioned earlier, there are ‘unseen’ external forces that impacts on a student’s learning. They are:
Disability, Faith, and Racism. A student may not want to inform their course or tutor of their disability, for example mental health can be an unseen disability that impacts on a student’s life. Where the outward appearance of a student, whose interaction with the student community are normal in public but inwardly, they are suffering from mental anxiety or academic work-related stress. These outward signs are not always visible, or the symptoms easily recognizable i.e. suffering from a medical condition like cancer. Christine Sun Kim in “Friends & Strangers” (2023)
Diagram. A illustrates the intersectionality and ‘unseen’ forces that may affect a student’s well-being.
INTERSECTIONALITY
diagram, A
image. 6
It is important for to me to try an alleviate these unseen forces on my students. With reference to Walmsley, J (2010) The Normalization Emancipatory Research and Inclusivity’ focuses on disability, accessibility studies and delves into the complexities of academic research to use ’plain language’ in publications but acknowledges that theories, concepts, and social realities can be difficult to unravel. To give space for the disabled community to criticize academic publications and have a stronger narrative role to question and challenge this type of academic research/development on disability support. Walmsley article resonates strongly with me, as I want the cube to ‘emancipate’ the student voice, to express their disabilities on the blank surfaces and state any social or political views that they want to be known.
The cube (image .1) will be used as part of a lesson to present intersectionality and how it influences a student’s learning. Written on each wooden block surface the obvious disabilities that we can see or informed by a student. They can be the following examples: mental health, politics, ethnicity, culture, education, gender, rich, poor, social class.
Images, 4,5 shows the blank surfaces where the student has re-configured the cube to write their unseen disabilities.
Image. 6 shows new intersections when the cube has been re-configured into another form.
What am I planning to do.
To do further research on the cube design and the various possibilities in how students, technicians and academic staff can use it to support their teaching practice. To get further feedback from fellow technicians in it manufacturing and use. To create a teaching environment and questionnaire for the classes that I will deliver.
Feedback on cube design, function. This data to improve concept of cube.
My peer-to-peer meeting
My IP Group; Eilis Searson, Yasi Tehrani, Michelle Ussher, Sidney Hope and Dayna Tohidi’s. have contributed their thoughts, ideas, and critical assessment of my intervention. They have helped me to focus my thinking on the concept of the cube and question my ideas, directing me on its design. Does it service the students’ needs realistically?
Below is a summary of the meeting:
To remember teaching theories, the text of articles and books, visual audio media. All these ideas must be used in a student’s memory or have the learning materials close to hand for reference. To have all these ideas and concepts made available for the students in a simplified format made manageable/readable within an object that can be manipulate the CUBE. To stick – paper stickers or QR codes on to the blank surfaces; your ideas visible, to discuss your ideas in the open. Can the cube do that?
Add pictures or colours to enhance surfaces.
What is the context?
Resources on inclusivity
How have I reflected on my intervention?
My conclusion
I feel that I have received positive feedback on the concept of the cube to reveal unseen disabilities that students may have. It is important that the intersectionality of disabilities can make a student’s educational journey difficult. It is my aim to make inclusivity available for all students and in student community and societies (Chay Brown 2023)
Value of my conclusion; what are my next steps.
It is important as teachers that we design safe educational environments so that all types of disabilities, physical, mental and the ‘unseen’ disabilities welcomed and supported. To be aware that the intersectionality of Disability, Faith, and Racism has a corrosive effect on student’s well-being if there are no systems to combat them, especially If they institutionally embedded in the fabric of the institution. This reflects the actions and awareness in Sabah Choudrey document ‘Inclusivity-Supporting BAME Trans People’. (Choudry Sabah 2016) which highlights how to improve awareness of ethnic communities.
With inclusivity in mind, I will create an action list to investigate and explore these issues I will face when presenting this teaching method/tool to student groups.
My action
Create a safe environment for student to reveal their disabilities.
Create a list of questions to encourage open debate on disabilities, intersectionality, and inclusivity.
Record and observe how students use the teaching material.
Did the student understand the aims of the class and learning outcomes?
Do further research in how UAL supports students with disabilities, especially those students who suffer from anxiety and study work related stress.
Appendix
Additional information that I was unable to add to blog but want to show my thinking and influence in supporting ‘unseen’ disabilities.
I am strong believer in ‘object-based’ learning, and it is clear to me that by delivering my lessons through ‘doing, making and demonstration’ I can stimulate student discussion and creative imagination through the ‘doing and making’ process. This will reinforce the understanding of technical skills in the manipulation of material, the use of tools in construction. Sharing ideas within the student group, stimulate new ways of thinking and looking.
Through my journey on this PgCert course, and the wealth of reading material (the depth of readying can be overwhelming) and workshops I have attended, has revealed to me an element in the educational environment that we as teachers are not fully aware of and I am keen to explore and dear I say champion in how we can improve on some of the scenarios that some students face.
The ‘hidden disabilities’ that Chay Brown reveals through her experiences where, race, colour, gender intersects. Chay feels that her colour and race give her an advantage. As teachers, we must be ‘attuned’ to the ‘unseen’ disabilities and in some cases the advantages which can be a great challenge for us if the student does not make us aware of their supportive needs. Please find attached below paper cut out – Georgia Meacham-Metro news Paper, Thursday, May 9, 2024.
picture. 1
Additionalfeedback information on cube design, function and intersection from teaching colleagues, CSM technicians; to be used as data.
Feedback from Shani-Louise IPU Tutor
Michael treats the cube like an artifact there are several questions several things you have got to note:
Proportionality.
Communication
Knowledge
Realization
Reflective report
Can you enhance the cubes functionality/?
Can the intervention generate multiple artifacts i.e. can my cube be replicated repeatedly and again and again?
Independent reflection this is important Michael. Respond to the set themes disability, faith, racism,
These five headings must be within the blog make sure that all references are Harvard reference use the books journals they have suggested look at the reading for my artifact look at the bibliography to help my references create a messy document with all my references that is fine.
Feedback from Orientation session IPU
The cube is designed to help unseen disabilities – associate the word with the cube/image.
On one face of the cube; disability; second face of the cube: racism, third face faith, fourth gender.
Reference costume team meeting on the 27th of the 6th, 2024 PG- feedback the cube could be used as a health and safety tool with traffic lights headings. Use good graphics and QR codes as forms of communication to show information about disabilities.
UAL Education Conference 2024
I attend the UAL Education Conference 2024. Ideas in how to use large monitor screens to capture student’s experiences. Possibilities to find an app to combine with the cube to collect data in how students use the cube -to create visual information through graphic pictures, written headings. Can the cube be used to support autism and deafness? Can it be adapted to create a ‘visual language’ that is inclusive for all student diversities. Please refer to* references to see talks that I attended.
Feedback from theatre technical team
Comments from:
Michael Breakey, Luke Cunningham and Dimitrios Coumados
The cube can stimulate innovative ideas and ways of thinking; to touch your written thoughts to create new concepts in learning. Through ‘object-based learning’ – giving your ‘written’ thoughts and ideas to someone else; passing those ideas around the table group (students) interaction of ideas; manipulated and ‘taken apart’ and disassembling and reassembling the cube again. Intersecting disabilities as the cube goes through several trans configuration’s -intersections creating new ideas new ways of looking at a problem revealing to the student’s possibilities, creative interaction with fellow colleagues. Inclusivity is a key thing that the institutes and universities want us to encourage so that no student is left behind in their learning.
Incredible learning opportunities
Construction teaching
Construction learning
Object learning through construction.
Construction learning through object-based materials.
Complex ideas can be explained by using words written on the cube.
Encourages new ways of thinking… really?
Feedback from Theatre costume team
Verity Cleary and Florence Meredith
1 The encourages collaborative work.
2 A good tool to demonstrate risk assessment induction for staff and students.
3 Can cross all barriers and scenarios on difficult subjects??
5 Gives genders a voice.
6 express who they are, staff student and opportunity to be positive.
7 it’s a good tool.
9 Creates an ‘identity’ with a cube so that the unseen can be shown without putting pressure on the person to reveal themselves publicly.
Favourite quote from:
Kathleen M. Brown (2004) Leadership for Social Justice and Equity: Weaving a Transformative Framework and Pedagogy Educational Administration Quarterly Vol. 40, No. 1 (February 2004) 77-108
Awareness Through Critical Reflection
“Once a mind is expanded by a better idea it can never return to its original form” (Oliver Wendell Holmes).
References
Wong B (2020): Is race still relevant? student perceptions and experiences of racism in higher education-Reham Elmorally, Maggie Copsey-Blake, Ellie Highwood, and Joy Singarayer.
Cleary V (05 July 2024) Thinking through making: What kinds of learning take place when HE students engage with creative arts technicians?
Verity Cleary has asserted their right under the Copyright, Designs and Patents Act, 1988, to be identified as the author of this work in the format that was submitted to Intellect Ltd.
Crenshaw, K (1991) Mapping the Margins: Intersectionality, Identity Politics and Violence against Women of Color, Source: Stanford Law Review, , Jul, 1991, Vol. 43, No. 6 (Jul.1991). pp.1241-1299
Aziz, R (1997) Feminism and the challenge of racism: Deviance or difference? In Black British Feminism, ed. Mirza, H. S. London, Routledge, pp. 70-77.
Choudrey, S. (2016) Inclusivity-Supporting BAME Trans People [Online]. Gender Identity Research & Education Society, 14 February. Available from:
Orr, S, & Shreeve, A 2017, Art and Design Pedagogy in Higher Education: Knowledge, Values and Ambiguity in the Creative Curriculum, Taylor & Francis Group, Milton. Available from: ProQuest Ebook Central. [1 January 2024] Created from ual on 2024-01-14:50:26
Willcocks, J & Mahon, K (2023) ‘in commerce the potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and design in high education ’.’Art, Design & Communication in Higher Education’, (Volume 22) p. 187-207
Sam, C (2016) ‘How do art design technicians conceive of their role in higher education’ Spark: UAL Creative Teaching and Learning Journal Vol 1 / Issue 2 (2016) pp. 62-69
Willcocks, J & Mahon, K,-‘The potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and design higher education’
Choudrey, S. (2016) Inclusivity-Supporting BAME Trans People [Online]. Gender Identity Research & Education Society, 14 February. Available from:
Citation: Thomas, Cate. 2022. Overcoming Identity Threat: Using Persona Pedagogy in Intersectionality and Inclusion Training. Social Sciences 11: 249. https://doi.org/10.3390/ socsci11060249 Academic Editor: Nigel Parton Received: 25 March 2022 Accepted: 30 May 2022 Published: 2 June 2022
(Disability and Race Ade Adepitan (-2021) web: https://www.youtube.com/watch?v=KAsxndpgagU
Walmsley J (2001) Normalisation, Emancipatory Research and Inclusive Research in Learning Disability, Disability & Society, 16:2, 187-205, DOI: 10.1080/09687590120035807 To link to this article: https://doi.org/10.1080/09687590120035807
Brown M. K (2004) Leadership for Social Justice and Equity: Weaving a Transformative Framework and Pedagogy Educational Administration Quarterly Vol. 40, No. 1 (February 2004) 77-108
*UAL Education Conference 2024 Central Saint Martins
Goal: Develop a deeper understanding of approaches to addressing racism in your context.
My Positionality
These are my notes, and observation of Workshop 5+6 on ‘Racism’ that I attended at Chelsea College- Group 1 (I am from Group 4) on 3rd June 2024.
I must state my positionality on this subject as I initially was reserved in my engagement and oral contribution to this workshop session as I was not familiar with this group of fellow students and I was conscious of the sensitivity of the subject which may provoke reactions of a personal nature on colleagues, depending on how the workshop was delivered and the direction of the themes discussed (please refer to workshop 5&6 anti-racism in HE hand out) to encourage us to explore the social and political issues that race, colour, culture, politics and social structures interweave within our lives; how we face it within the context of education and how we challenge it when it manifests its self within a class lesson or to a student body.
I will also say that a 500-word limit is extremely restrictive to explore and discuss such a complex, sensitive subject within the confines of a blog. I will briefly summarize reading materials and how it affects my practice.
Racism in education
The reading material on racism was provocative, it created a starting point for deep discussions within my class group and serious reflection in how I must review my teaching skills and subject delivery to my students.
Wong B article (2020) ‘is race still relevant- strongly identifies major issues that people of colour face, especially in STEM higher education courses. His conclusion states that ‘we face racism in three positions. -Naive. Victim. Bystander’. The workshop questioned that we recognise these positions and caused me to reflect; Question: ‘do we have systems in place to confront racism’? Do I recognise the three positions that a student/s take within a class; do I recognise and address the issue when raised?
Bradbury A (2020) questions Critical Race Theories and tries to develop a structure to analysing education policy through the CRT lens. This questioned relationships between educational policies and racial disadvantages with racial minority groups. Question: How do I address and support students whose first language is not English? Are my assessment criteria fair and inclusive to all?
Garrett R (11 Feb 2024) Racism Shapes Careers-investigates how racial minorities doing a PhD in the UK (higher education) assesses how their future career paths will progress (similar intersections with Wong B (2020) article) and the experiences they will encounter within predominantly white organisations and institutes. How the lack of diversity may impact on their career decisions. The paper challenges us for diversification and encourages cultural prioritisation and recognition of their contribution to academia. Question: Do I offer mentoring to my students at Central Saint Martins as a supportive educational tool to aspire students for greater achievements in their chosen careers?
My Conclusion
Central Saint Martins do have policies and procedures in place to tackle racism through Anti-racism development workshop, Anti-racism e learning module. This is enforced with a UAL Anti-racism action plan with 10 main objectives and under pinned with Equality, Diversity and Inclusion (EDI) team.
I have raised questions on my teaching practice within this blog that I will review. I will also look at teaching methods, quality of curriculum, teaching material and the content of subject and decolonizing the subject. Student inclusivity is extremely important and must be where possible maintained. I may apply ‘object learning’ as a teaching tool to face and tackle any racism or racist issues.
References
Wong B (2020): Is race still relevant? student perceptions and experiences of racism in higher education-Reham Elmorally, Maggie Copsey-Blake, Ellie Highwood, and Joy Singarayer.
Alice Bradbury (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, 241-260, DOI: 10.1080/13613324.2019.1599338 To link to this article: https://doi.org/10.1080/13613324.2019.1599338
Rhianna Garrett (11 Feb 2024): Racism shapes careers: career trajectories and imagined futures of racialised minority PhDs in UK higher education, Globalisation, Societies and Education, DOI: 10.1080/14767724.2024.2307886 To link to this article: https://doi.org/10.1080/14767724.2024.2307886
YouTube viewing material: ‘Heartbreaking Moment When Kids Learn About White Privilege | The School That Tried to End Racism’
YouTube viewing material: ‘Diversity, Equity & Inclusion. Learning how to get it right | Asif Sadiq | TEDxCroydon’
List of Authors on Racism in education and Critical Race Theories that was discussed during the workshop which I used for additional reference and understanding of the subject
This is supplementary information that I was not able add to my blog but wanted it noted that I did read and watch all the material offered about racism.
YouTube viewing material: ‘Heartbreaking Moment When Kids Learn About White Privilege | The School That Tried to End Racism’
Demonstrated an activity, using young secondary students to explore how society favours certain people. Which is often confused with white privilege and wealth. The main issue is the impact of having to live with the consequences of racism. This visual material was powerful to watch- clearly showing the disadvantages that racism causes. Leaving me with two haunting statements from one of the young students, I quote: ‘Henry, how you feeling being right at the very front? Feels quite weird because if you think about it, I think all of us should be at the same point, but sadly the questions, the ways that they were put didn’t favour some people which I think is quite unfair?
YouTube viewing material: ‘Diversity, Equity & Inclusion. Learning how to get it right | Asif Sadiq | TEDxCroydon’
Discussed at great depth, the awareness training of Diversity, Equity and Inclusion in society and in the workplace environment. It challenges that we are not seeing progressive results or concrete positive changes when diversity training is delivered to the work force. Asif Sadiq challenges some the approaches that the diversity training offers; pointing out the inbuilt biases, stereotypes and assumptions in how people learn, and the learning material offered which can be narrow in scope and from a one-sided perspective i.e. the British Empire.
