‘Unseen Intersections Configuration’ 27/05/2024 Up date and save 05/01/2025
The intersections, of gender, sex, race, mental health, religion, faith are challenges for students.
Through a series of ‘Inclusive Practice’ workshops that I have attended this term-, Disabilities, Faith and the final workshop, Race. I have concluded, as teachers, technicians, and technical managers; we move among the student community and are not made aware of the ‘unseen’ issues that students are facing; the intersectionality that occurs: gender, sex, race, mental health, politics, religion, that impacts on their lives. These can be disabilities that are challenges for student’s educational journey.
There are students who will not reveal their disabilities publicly which can cause ‘barriers to inclusion’. We, as teachers must adjust and be critical in how we deliver our lessons that are accessible for all. The subtleties of non-verbal communication and the difficulties it can pose for some individuals is also very important for us to be aware of.
With reference to my ‘Micro-Teaching Part 2 ‘Reflection on my teaching and presentation of subject’. 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.
I will support this with student feedback, a list of questions for students to answer to give me an idea of their learning experience. With specific questions for those students who have made us aware of their specific learning needs that we are trying to support. This way I can fully understand the students’ needs so that their learning is fully supported?
REFERENCES:
Intersectionality
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
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
Christine Sun Kim in “Friends & Strangers” (2023) web: https://www.youtube.com/watch?v=2NpRaEDlLsI
Chay Brown Intersectionality in Focus: Empowering Voices during OK Disability History Month 2023 (2023) web: https://www.youtube.com/watch?v=_yID8_s5tjc
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Kimberle Crenshaw: What is Intersectionality?
https://www.youtube.com/watch?v=ViDtnfQ9FHc
946,575 views 22 Jun 2018
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
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’