As a white, British, middle-class male, I acknowledge that my life has been shaped by privileges that many do not enjoy, affording me a perspective that is, in many ways, limited. Recognising this, I am committed to learning and exploring beyond my comfort zone, to engage authentically with issues of race and inclusivity. I hope that through open-minded inquiry, I can understand the lived experiences of marginalised communities and adapt my teaching practices to become more inclusive and equitable.
A Pedagogy of Social Justice Education
“Social Justice Education” is a phrase I’ve only recently become acquainted with. My reading this article, my understanding it encompasses the recognition of societal disparities between marginalised communities concerning opportunities, resources, and long-term outcomes. However, a lack of universally agreed-upon definitions can lead to a superficial understanding and inconsistent interpretations.
One query I’ve found myself grappling with is how to translate the principles of social justice education into my own pedagogical setting, considering my students’ varied social identities and backgrounds. One strategy I can consider involves fostering an environment where students critically engage with their personal and collective identities, develop an in-depth understanding of social inequalities, and scrutinise their roles in either propagating or challenging such inequalities. This, in turn, empowers them to strive for societal transformation rooted in their own identities.
Witness: Unconscious Bias
Josephine Kwhali implies in this video that some of these biases are not unconscious, and providing such an excuse is an attempt to avoid accountability for racist actions. She raised a concern about the failure of institutions and educators to gain an understanding of racism, despite their responsibilities in shaping future generations and conducting research. Before I started this PG Cert course, I thought I had an unconscious basis as I am a White, middle-class male. Now reflecting on what I am learning, I feel uncomfortable admitting that I have a conscious basis, mainly due to my privileged white upbringing and lack of exposure to other diverse cultures.
Retention and Attainment in the Disciplines: Art and Design
Finnigan and Richards’ report underscores the need for Art and Design educators to acknowledge their influence over students’ decisions to develop their own practice. They discuss students stepping outside their comfort zones and exploring unfamiliar territories that aren’t closely tied to their personal identities. This departure can cause confusion and detachment from their work, leading students to abandon their original ideas in favour of the tutor’s guidance.
An essential lesson I’ve gleaned is the significance of innovatively tuning in to students’ voices. The ‘Tell Us About It’ initiative stresses the importance of students sharing their narratives and learning journeys. Encouraging students to create something reflective of their experiences in Art and Design is a transformative exercise.
Equally vital is fostering a collaborative environment. The Plymouth College of Art case study reveals that allowing students control over their environment motivates them to spend more time on campus. Cultivating spaces for socialising and collective meetings is pivotal in creating a community of filmmaking practitioners and fostering professional working practices among students. Tools such as monthly student rep meetings and a shared Facebook group have proven to be excellent conduits for communication and collaboration.
Exploring the Shades of Noir
Navigating the Shades of Noir website is akin to uncovering an enormous wealth of information, granting me an opportunity to engage with comprehensive research materials through various lenses. The site is abundant with diverse content, ranging from personal narratives and testimonies to sharp analyses of characters and storylines. It offers a dynamic and interactive platform for educators, students, and myself.
In Andrew Illman’s article, ‘Whiteness in Higher Education,‘ I found a resonating message. As a white, middle-class male, I recognise my privileged status. Illman encourages white academics to serve as allies, perpetually questioning their own privilege and learning from marginalised voices. The academic is responsible for promoting change within their course, their student body, and the wider institution. This challenges me to acknowledge and reflect on my privilege as a white male lecturer and ensure a curriculum inclusive of diverse voices. Facilitating open and respectful dialogues on sensitive issues such as privilege and racism, actively learning from marginalised groups, inviting diverse guest speakers, recognising and challenging institutional biases, and supporting student-led equality initiatives are all crucial. I am enrolled in this PG Cert unit to learn about practice inclusive teaching, and I seek feedback on my inclusivity and how to lead by example. Commit to making your classroom more equitable and inclusive, even if mistakes occur along the way. This is a journey of constant learning, adaptation, and growth.
References
Hahn Tapper (2013) ‘A pedagogy of social justice education: social identity, theory and intersectionality’, Pp. 411-417
UCU – University and College Union. Witness: unconscious bias (Joesphine Kwhali)
Retention and attainment in the disciplines: Art and Design – Report by Terry Finnigan & Aisha Richards. Published On: 09/03/2016
Shade of Noir. Peekaboo We See You: Whiteness. ‘Whiteness in Higher Education’, by Andrew Illman, Royal College of Art. P40-47
Thank you for sharing these insights. I’m currently reading ‘The New Power University’ by Jonathan Grant, who looks at a social purpose model of higher education, and your post made me wonder about the relationship between social justice and social purpose. I’m also interested in letting students explore their identities and if there are opportunities for them to look at social systems and structures as part of their studies then this can be incredibly impactful. I think highlighting your own positionality, like you have done, is a really important part of this work.
Your blog post reflects a willingness to face and address issues of privilege, race and inclusivity in education. You’re able to recognise your privileges through the positionality statement, and this shows your ability to go beyond your comfort zone, as it’s important to have these introspective conversations. I particularly enjoyed reading your thoughts about practical ways to implement the learnings in the PgCert into your teaching practice. Exploring social justice education and its principles into your pedagogy reveals a thoughtful approach to creating an inclusive learning environment.
It was very interesting to read your positionality statement and the references you made. I would like to appreciate your honesty about your own biases and how you are open to learn, adapt and grow. I believe this is the first step towards providing a more inclusive and equitable learning experience as you mentioned.
Personally I feel reflected with your comment about how “Social Justice Education” is a phrase that you’ve only recently become acquainted with. Same thing for me and I’m only starting to be conscious about its wideness.
erspective that is, in many ways, limited. Recognising this, I am committed to learning and exploring beyond my comfort zone, to engage authentically with issues of race and inclusivity. I hope that through open-minded inquiry, I can understand the lived experiences of marginalis