What is your project focus?Co-designing a technical sample library with neurodivergent students to create a more inclusive learning resource.
What are you going to read about?– Transformative pedagogy- Social justice
What action are you going to take in your teaching practice? Co-design of technical sample library resource with students.
Who will be involved and how? Students on Textile Design course- Chelsea College of Arts N.B. If any of your participants/co-researchers will be under 18, please seek advice from your tutor.
What are the health & safety concerns, and how will you prepare for them? Mental health concerns- potentially feelings of vulnerability due to disclosing details about learning as a neurodivergent student. Anonymous survey to alleviate feelings of vulnerability.
How will you protect the data of those involved? Data from survey will be anonymous and received by email
How will you work with your participants in an ethical way? In accordance with ethical research principles of UAL.
Given the statistic that approximately 15-20% of the worldwide population is neurodivergent (Doyle, 2020 in Le Cunff et al. 2023), along with the data from the UAL Equality, Diversity and Inclusion report from 2022/23, in which 15% of students declared a disability, I am keen to implement strategies to make the sample library inclusive for all.
After receiving feedback regarding the broader idea I had originally outlined, as well as my own positionality, the focus of this intervention is now focussed on how neurodivergent students will benefit from the labelling and cataloguing of samples in the Sample Library, as “design choices made when creating learning resources are also key components of an inclusive, compassionate learning environment” (Ahern, 2019). As someone diagnosed with Inattentive-type ADHD, through the development of this intervention I aim to highlight that “rather than understanding disabilities or differences as problems to ‘fix’ in the classroom, a disability studies approach values the possibilities of disability. As Brueggemann (2002) explains, disability can be transformative for pedagogy contributing to the formation of “an enabling pedagogy, a theory and practice of teaching that posits disability as insight” (Brueggemann in Walters, 2015, pp.342) The insights into various neurodiverse learners will help me to identify methods to present the samples and aid all students’ experience when using the resource.
More feedback shall be gathered from peers on the Textile Design Course, as well as from neurotypical and neurodivergent students, before confirming the format of categories and labelling of the samples, “as neurodivergent and neurotypical people think and experience the world differently. It is necessary to incorporate the perspectives of neurodivergent people to increase our understanding of neurodiversity, and for researchers to provide opportunities for neurodivergent people to share their views and to shape the development of research that can have a significant impact on their lives.” (Le Cunff et al. 2023).
What do I want students to know?
Units on the Textile Design Course stipulate a requirement for students to demonstrate the respective learning outcomes in relation to their technical learning through sampling and the development of their samples. This is stipulated in the Unit 2 Project Brief from 2023/24, in which students complete a technical notebook on the materials and techniques they were introduced to, along with notes and samples from each specialism.
The labelling of the samples in the Sample Library is intended to help students utilise object-based learning strategies within their learning experience, as well as to develop their technical knowledge through applying prior knowledge to new experimentations and developments. Each sample will have a header with information including:
Sample number
Type of machine used
Stitch type/ technique and number
Tension settings
Sewing foot
Needle type
Feed dogs’ position
Stitch length and width
Thread type, colour and material composition
Fabric base and backing
How do I want students to learn?
Neurodiversity encompasses many different disorders and everyone benefits from the same learning aids as “generally, most people learn using two to three learning styles” (Edelson, 2024). Some may learn best from visual learning strategies, others auditory or kinaesthetic (through the senses; touching and hands on experience). Object-based learning can be a valuable strategy for visual learners as it “provides a direct physical link to what is being talked about. This engages the senses, especially sight and touch… Having an object to relate to helps ground the conversation.” (Lehinger, 2023) However, sufficient text and visual aids alongside the object-based learning strategy will ensure neurodiverse learners are not disadvantaged with only one type of learning style.
As someone with ADHD, writing information in a pressurised environment whilst simultaneously processing the information can be difficult. Whilst we avoid making the workshop feel like a pressurised environment, students can inevitably feel this way when comparing themselves to their peers. Similarly, neurodiverse students can struggle with non-verbal memory, meaning they struggle with understanding and visualising abstract concepts and may not remember how to do previously completed tasks. (Cognassist, pp.9, 2021) By labelling technical samples with additional technical notes, students will have reminders or assist those who were unable to make comprehensive notes.
Using the labels as templates/guides
Following a study into the creation of an ‘Inclusive Library for Adolescents with Dyslexia, ADHD, and Autism’ (Barazi, pp.35, 2022) at a Swedish school, it was noted that those with ADHD and autism struggled with planning and structure to varying degrees. By providing technical information on the header labels students will have guidance for their own technical notes. They will also be available on moodle for students to access remotely, alongside templates that can provide a structure for those that may struggle to do this independently.
Intended Characteristics of the Header Labels
Clear structured text
As a whole, the aim is to create a consistent design that is replicated across the board. As Cognassist (pp.9, 2021) states that consistency mitigates the difficulties encountered when having to process visual information. Through familiarity, students will focus more on the content and less on processing the visual information.
Information will be structured and broken down using tables so that students are able to easily navigate and process the information, with font, font size, spacing of text, and alignment being carefully considered to mitigate issues learners may have with visual tracking.
Technical Notes for Pintuck sample (see reference for Pintuck example below)Pintuck sample by Lynn Woll
Colour Coding
Colour will be important in aiding students to navigate the library as “neurodivergent learners may often grasp concepts better through visuals like pictures, diagrams, and colour-coding” (Connex Education Partnership, 2024). The samples will be divided into the following colour coded categories:
Hand stitch
Domestic machine stitch
Industrial machine stitch
Digital machine stitch
Fabric manipulation
Each sample will have a coloured, outward facing tag, accompanied by glossaries that help students to learn these. However, it’s important that students do not need to solely rely on colour as “it is important to use other strategies alongside colour to support people with differing colour perception to add a layer of redundancy.” (University of Bath, 2024) Careful consideration will be taken around the amount of colour used and the colours chosen to mitigate risk of overstimulation, particularly for students with ASD (Holeton, 2020).
Use of images
Simple illustrations on the tags and header labels will aid students in finding relevant samples and support the written technical information, as “text is a particularly weak form of presentation for learners who have text- or language-related disabilities.” (Cast, 2024). Similarly, they will support visual learners “as pairing engaging visuals with structured language, allows neurodivergent students to effectively comprehend, retain, and apply the content.” (Connex Education Partnership, 2024)
image/Icon for Chain stitch hand embroidery
Prompts on the labels
To encourage discourse between students about the samples, as well as helping those that find group conversations difficult, question prompts will also be included. I’ve found verbal prompts to be beneficial in workshops and inductions since my Unit 1 Microteaching session, as they create confidence in contributing and engaging in discussions to enhance the benefits of the wider object-based learning exercise.
Many neurodiverse learners experience difficulty with verbal reasoning, which is the “ability to reason and use logic… to learn new skills and understand information”. This can be found when students have difficulty applying prior knowledge to different contexts, being slow to solve new problems, uncertainty with applying new information and difficulty predicting consequences to actions (Cognassist, pp.9, 2021). Question prompts will be related to technical processes and variables that can impact outcomes, this will foster the opportunity for students to reflect on prior knowledge and think about the possible outcomes, allowing for deeper learning.
An example of a prompt is: Why is it important to overlap stitches when using dissolvable fabric? This question prompt will help to remind students that stitches need to be overlapping in order to maintain structural integrity once the dissolvable fabric is washed away.
Other questions on the header labels will be related to the handle/ tactility of the fabric, this will direct students to engage in the haptic learning exercises which is a valuable element of object learning practice, reminding them to evaluate the effects of the technique.
QR Codes
As Noah (2023) stipulates, QR codes are a valuable resource in supporting universal design for learning principles as they provide multiple means of engagement and representation. For this reason, QR codes will be utilised to provide streamlined access to the information on the labels, as well as further relevant information about the techniques presented in the samples and templates for technical notes.
As some may not wish to or be able to use the QR codes, instructions will also be included on how to access this page on moodle manually for students to reach the relevant information to ensure that no student is disadvantaged. Another consideration around the QR codes will include the size and placement as they need to be identifiable, visible and easy to scan. They will also be consistently present amongst all of the label headers to maintain a cohesive format that students can recognise.
Front and reverse sides of additional tags that will be attached to the Label headers of samples.
What else will I do moving forward?
As I have found cripping to be a useful method in identifying areas of improvement, I would like to ‘crip’ this intervention with staff and students. The aim will be to identify between which elements of the intervention are appropriate and useful for the header labels and which elements will be additional learning materials on Moodle, or other physical resources in the workshop.
Similarly, as more culturally diverse samples are added to the library over time, as per my original intervention plan, it may be appropriate to ‘crip’ the implementation of this intervention again to see if the same outcomes are being met and not affected by the wider variety of samples.
Furthermore, multiple versions of the header labels will be created, with proceeding feedback to determine which is the most effective. The aim is to co-design the resource with the students to promote inclusive research practice, as an emphasis on participation is “based on the premise that research must be done “with” and not “on” people, with the goal of instigating meaningful change through collective effort.” (Cornwall & Jewkes, in Le Cunff et al. 2023) However, I would need to seek advice and guidance regarding the ethics behind forming a pool of neurodiverse students to co-design with. “Co-construction, based on participatory dialogue and reflection, challenges us to ‘think on our feet’ and to adjust teaching to respond best to students’ needs. This is an ongoing process, in which flexibility and a willingness to be corrected are prioritised to empower students in HE. The result is adaptive critical pedagogy which challenges, supports and channels compassion into meaningful inclusion.” (Sors, et al Bloom, 2024)
By working alongside academics on the Textile Design course to establish a template format for students’ technical notes will ensure consistency in our teachings, whilst also helping those who may have difficulty independently starting this task.
Whilst my own positionality has been utilised to make this resource more inclusive, it does not specifically relate to an educational setting due to a late diagnosis. It will be important to learn from other neurodivergent learners so that the strategies implemented through this intervention don’t just cater to those that Identify with my personal learning style. Similarly, I have not yet utilised the knowledge and experience of other UAL staff who work in and have curated libraries and collection resources. This feels like an obvious next step and will be helpful to make these contacts so that I can learn from those with more experience around creating inclusive resources for neurodiverse learners.
Timeline
I aim to create a ‘mock up’ of this intervention on a select category of the Stitch sample library before unit 3 of the PGCert, I can then look to start gaining feedback from this in September when students return. Looking ahead, I would like to have this intervention fully implemented by the summer of 2025.
However, one of the difficulties that I face with my ADHD is time management and blindness and I struggle to quantify how long tasks could take. I will seek guidance from my manager around the feasibility of implementing this intervention and a concise timeline will be planned.
Additional aims
Feedback that I received from my peers was based on my original intervention idea (insert link) and suggested that my initial idea was suggestive of a wider Action Research Project. Feedback that I received from Georgina was to create “a ‘smocking’ world map, a visual representation of one technique, to explore one technique in depth.” which I believe would be a really valuable learning material for both neurodivergent learners as well as work towards cultural inclusiveness. “ Susan Pliner and Julia Johnson argue that design solutions based on universal principles can benefit not only students with different cognitive or physical capabilities but also students from historically marginalised groups, because “students with disabilities face similar challenges to those faced by students of colour” in learning environments. Thus Pliner and Johnson conceive of UDL in a context of multicultural education, power and privilege, and social justice—a framework that leads us to consider the importance of cultural inclusion.” (Holeton, 2020)
Armstrong, T 2012, Neurodiversity in the Classroom : Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life, Association for Supervision & Curriculum Development, Alexandria. Available at: https://ebookcentral.proquest.com/lib/ual/detail.action?docID=1106833#. (Accessed:25/07/2024).
Cook, A. (2024) ‘Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools: A perspective article’, Journal of Research in Special Educational Needs, Issue 24(3), pp. 627-236 Available at: https://doi.org/10.1111/1471-3802.12656
DNS student. (2022) ‘Critical Pedagogy: 8 key Concepts You Need To Know’, The Necessary Teacher Training College, 11th April. Available at: https://www.dns-tvind.dk/critical-pedagogy/ (Accessed:23/07/2024).
Fotheringham, F., Cebula, K., Fletcher-Watson, S., Foley, S., & Crompton, C. J. (2023). Co-designing a neurodivergent student-led peer support programme for neurodivergent young people in mainstream high schools. Neurodiversity, 1. Available at: https://doi.org/10.1177/27546330231205770 (Accessed:23/07/2024).
Le Cunff, A., Logan, P., Ford, R., Martin, B., Mousset, I., Sekibo, J., Dommett, E and Giampietro, V. (2023) ‘Co-Design for Participatory Neurodiversity Research: Collaborating With a Community Advisory Board to Design a Research Study’, Journal of Participatory Research Methods, 4(1), Available at: https://doi.org/10.35844/001c.66184 (Accessed:22/07/2024).
Walters, Shannon (2015) ‘Toward a Critical ASD Pedagogy of Insight: Teaching, Researching, and Valuing the Social Literacies of Neurodiverse Students’. Research in the Teaching of English 49(4) pp. 340–60. Available at: http://www.jstor.org/stable/24398710. (Accessed: 20/06/2024).
According to the UAL Equality, Diversity and Inclusion Annual report 2021/22, The Attainment Gap for 2021/22, also known as The Awarding Gap, showed that “the gap between the highest attainment (White students) and the lowest attainment (Other students) was 19ppt, this decreased slightly from the previous year where it was 24ppt (between the same two groups.”(UAL, 2023). A report from NUS/UUK (OFS, 2021) “recommends that there is a need for executive teams across all universities to acknowledge how race is ‘at the heart of the BAME attainment gap within universities’.
What systems do we have in place to try and tackle the awarding gap?
Currently at UAL, there is anti-racism training, EDI foundation, and breaking bias training. These methods were criticised by Professor Arif Ahmed in this video, a senior lecturer in Philosophy at Cambridge University and the Director for Freedom of Speech and Academic Freedom of the Office for Students. He takes the view that these training systems involve the “pushing of a particular ideological lie, for instance about white fragility or how we’re all racists.” He goes on to say that “Universities of any institution should be neutral on any matters on which there’s controversy.” (Ahmed in Orr, 2022) In my opinion, Ahmed’s view on training used for combating racism in HE seems ignorant to the forms of racism that are clearly indicated through the awarding gap. His reference to ‘white fragility’ and ‘how we’re all racists’ feels like a provocatively reductionist take on a clear example of injustice.
Whilst institutions can take a publicly neutral standpoint on controversial topics, “in teaching a course, instructors make a range of judgments: what course material to teach, whether or not to link course material to social practices and how to position students in relation to the world around them. Through these decisions, faculty members communicate to students what material is worth learning, its relationship to public concerns and the student’s connection to the world beyond themselves. Faculty members do not choose to ‘opt into’ these concerns. All teaching informs what students see as important, and how they understand themselves as part of the social fabric, with various obligations and commitments” (Simpson, Giwa and St Denis, 2021).This supports the notion that complete neutrality isn’t possible when we all hold our own biases. Rather than disregard them, it is important to look deeper and discover how bias is formed and how they may impact systems of oppression in society and institutions, such as universities.
In the same video, Ahmed describes the training as a waste of money and suggests that there is plenty of evidence to demonstrate that “It really doesn’t work”(Ahmed in Orr, 2022). However, this is not constructive, and a blanket statement like that does not lead to development or improvement. In a National Institute of Health seminar on ‘Is Implicit Bias Training Effective’, Dr Bernard says that “research suggests that certain implicit bias training approaches may help change individual beliefs and actions. However, other evidence shows that many factors shape whether and how implicit bias training programs are effective.” (Bernard in NIH, 2021) Bernard suggests that if they “are a one-time event and not part of a broader institutional strategy, do not convey messages that participants are receptive to, or teach only the concept of bias rather than also target behaviours to change,” (Bernard in NIH, 2021) that they may fail to reduce bias and inspire institutional change.
Alongside the anti-racism e-learning module, UAL launched two other components of a 3-part anti-racism development programme in February 2023, an interactive workshop and a canvas resource page as part of its approach to creating a ‘broader institutional strategy’. However, whilst the e-learning module is a compulsory obligation, there is currently no refresher period, which means the training risks acting as a one time event. I’m not aware of how often the interactive workshops run and at the time of writing, only two are available to book. Staff will often be completing the e-learning module alongside other training, such as fire safety and GDPR, which may negate the potential impact the anti-racism training could have. I feel that creating a specific window of time to complete this training, with that period having a particular focus on anti-racism, would allow the incentive of the training to have its own space, raise awareness, and foster opportunity for staff to have open discussions.
Although Awarding Gaps are due to a variety of factors, as outlined in the report commissioned by the HEFCE (Babar in OFS, 2021), not just the effectiveness of training courses focussed on social justice, I believe they can serve a valuable purpose when not completed in isolation. I’m personally keen to take part in the anti-racism interactive workshops at UAL but feel for the strategy to have greater overall effect on staff, there needs to be more encouragement to engage with all 3 parts of the anti-racism development programme in tandem, to increase the effectiveness of the learning experience.
National Institutes of Health (US), Office of the Director (OD), Chief Officer for Scientific Workforce Diversity (COSWD). (2021) Is Implicit Bias Training Effective? Available from: https://www.ncbi.nlm.nih.gov/books/NBK603840/# (Accessed: 19/06/2024).
Orr, J. (2022) Revealed: The charity turning UK universities woke. The Telegraph [Online]. Youtube. 5 August. Available at: https://www.youtube.com/watch?v=FRM6vOPTjuU (Accessed: 19/06/2024).
In the UK, the educational calendar is catered towards the Christian Calendar, with timetabled breaks coinciding with events such as Easter and Christmas. According to the 2021 census, 46% of the UK population identified as Christian (Zayed, 2024), compared to only 9-15% of students studying at UAL, according to Student data from the 2022-2023 academic year (UAL, 2022). “The religion question is voluntary; 94.0% (56.0 million) of usual residents answered the question in 2021, an increase from 92.9% (52.1 million) in 2011” (Roskam,2022). However, in the UAL student data, the number of students who choose not to disclose their religion has increased.
The contrast between the UK population and students studying at UAL coincides with the fact that in 2017, “students who reported no religion and Muslim students made up larger proportions of younger students and smaller proportions of students aged 36 and over. The converse was true for Christian students.” (Mcmaster, 2020) Does this suggest that the structure of term times in the UK is less appropriate for students in HE or at least at UAL?
At UAL, less Academic Staff reveal their religion than those that work in Professional and Administrative roles. There is no conclusive evidence as to why, but possibilities are a stigma in disclosing religious beliefs in those roles or that fewer ‘religious’ staff are applying and hired for these job roles. Reki (Reki, 2023) explains that those who disclose their religious views risk being perceived as a fundamentalist and therefore make people uncomfortable. Similarly, ethical harm can be caused to the person if they decide against revealing their religion or belief, as well as losing out on contributing to social knowledge-building. Without religious subjects in these positions, religious stereotypes are not dismantled and there remains a lack of visibility for students or peers with the same beliefs.
Reflecting on Kwame’s talk, ‘Is Religion Good or Bad?’, and his talk about how Atheist views exist within all religions, it’s become clearer to me how privileged I am as an Atheist who was raised Christian. For example, I am still able to participate in Christian holidays without impact on my work or education. However, the same is not available for those that do not practice Christianity as they must plan their time accordingly for studying whilst balancing attending events regarding their own or their family’s faith, which may impact their sense of identity and wellbeing. As someone who is neurodivergent and struggles organizing my time, this additional responsibility feels like a barrier that would heavily affect neurodiverse students from faiths outside of Christianity. Students with disabilities, who are afforded an ISA, would still be disadvantaged as they may need to account time for religious events.
As outlined in my Intervention plan, I want to include examples of techniques and processes in my teaching and the workshop that come from a range of backgrounds. “A greater range of perspectives in the curriculum must be considered so that students are not exclusively digesting Eurocentric content. Instead, the curriculum should reflect the experiences of a diverse range of students, allowing minority students to see themselves as legitimate creators of knowledge (McIlwaine and Bunge in KCL, 2019).” I would also like to reimplement a stitch notice board with information regarding Stitch related events taking place in London, reflecting the diverse number of communities, religions, faiths, nationalities and ethnicities of the students.
Most of our workshops and inductions are 3 hours long and we don’t currently give students time to break. Due to the level of sustained concentration needed to operate the machinery safely, a rest would be beneficial for all students. I think implementing a 20-minute break would be beneficial to both those who would like to observe prayer and neurodivergent students. Whilst it isn’t always possible to avoid timetable clashes, I think it’s important that we allocate time that can be used for prayer as ‘only one in 10 students believed that their institution avoided scheduling classes and exams during prayer times’ (NUS, 2018:17). Going forward, I aim to use the knowledge of religious holidays, where appropriate, to influence changes concerning timetable clashes to mitigate students missing out on technical learning, as well as allocated break times.
Something I would also like to refer to relating to prayer but is not necessarily within the remit of my role, is the fact that there is only one quiet space at UAL Chelsea. The space is small and is used for both multi-faith and wellbeing purposes, which could mean accessibility is an issue. It is not clearly signposted, and you need a door code to access it, despite this not being clearly described. These issues may act as barriers in terms of staff and students feeling confident enough to practice their faith at work or while studying onsite. In an Advance HE podcast by Maisha Islam guest Dr Arif Mahmud recalls “the prayer room at his university being one of the first places he wanted to get acquainted with” (Mahmud in Islam, 2021) and host of the podcast, Maisha Islam explains her research highlighted that “simply having a prayer room made Muslim students feel like they belonged on campus” (Islam, 2021) She also highlights in a WonkHE blog post that “we must see prayer rooms and wider faith provisions as directly related to religious students’ mental health and wellbeing.” (Islam in WonkHE, 2020)
“Muslim women who veil are more fearful of anti-Muslim discrimination on campus than those who do not, as they are visibly Muslim (NUS, 2018). Of all anti-Muslim hate crimes recorded in 2017, 62 per cent of individuals were wearing Islamic clothing such as the hijab (veil covering the head) or the burka (full-body veil)” (TellMAMA in Shaffait, 2019). Most students studying on the Textile Design course are women. Are students who identify as Muslim less inclined to wear a hijab due to feeling not accepted in society.
References:
Appiah, K. A. (2014) Is religion good or bad? (This is a trick question). Youtube [Online]. 16 June. Available at: https://www.youtube.com/watch?v=X2et2KO8gcY (Accessed: 15/06/2024).
Reki, J. (2023) Religious Identity and Epistemic Injustice: An Intersectional Account. Hypatia 38, pp779–800. Available at: Moodle (Accessed: 18/06/2024).
‘Intersectionality’ was coined by Kimberlé Crenshaw in a 1989 essay focussing on the discrimination of Black Women. The term was introduced to address how “the interconnected nature of social categorisations such as race, class, and gender, regarded as creating overlapping and interdependent systems of discrimination or disadvantage”(Oxford Dictionary, 2023).
In an interview with Paralympic medallist and presenter Ade Adepitan, he recollects about publicly receiving abuse regarding his race and disability during the 80’s. He later answers the question ‘how do you feel the Paralympic movement can help show that… discrimination is not tolerated?’, by explaining how society has an opportunity to learn from the parallel struggles of Black and Disabled peoples by giving “people opportunities to shine” (Adepitan, 2020).Through the Paralympics, disabled athletes can advance their careers without wider society imposing barriers, as Adepitan states, “society is what holds us back… it’s that systemic discrimination and oppression” (Adepitan, 2020).
Chay Brown, a trans, gay man with mental health difficulties and potential neurodivergence, works at TransActualUK, an organisation focussing on supporting trans adults in the UK. Chay describes in this interview, how his intersecting identities impact his sense of belonging in the wider LGBTQ+ community and how being a white, trans, man and cis passing, combined with the fact his disability is hidden, gives him a privileged position. Brown’s sense of privilege led me to reconsider my own positionality and privilege. I’m a white, British, cis woman who received an ADHD diagnosis at the age of 28 and admittedly, I hadn’t registered how my invisible disability effects my privilege. Other than being a woman, having an invisible disability is the only challenging part of my identity and so no other challenging identity aspects to measure against. I’m also aware that due to a late diagnosis, I have limited experience of the effects of living with a label and therefore have a degree of naivety regarding stigmas surrounding neurodivergent conditions.
Interviewer Nick Webben references the segregations black people faced on public transport when talking about how, whilst there is progress regarding accessibility, disabled people are ‘segregated by design’ (Webben, 2020), through designated areas, instead of adopting universal design in public spaces. In the context of the Cheslea stitch workshop, wheelchair users would also be segregated by design due to the size of the space and capacity of machines in the room. The building itself has only one lift and the main entrance has no ‘Push to Open’ button. Students who require accessible entry are required to travel around the building to the Lower Ground Floor. However, the ‘Push to Open’ button has been out of working order for significant periods of time in the past.
Brown describes how a lack of accessibility requirements, such as accessible bathrooms, means that LGBTQ+ friends find integration and socialisation arduous at venues, causing them to not attend. “The proportion of disabled people (13.3%) who report feeling lonely “often or always” is almost four times that of non-disabled people (3.4%).” (Office for national Statistics, 2019) These barriers prevent disabled people from supporting their wellbeing, which will impact their personal and professional lives.
In another interview, Christine Sun Kim, an American visual artist from California, who was born deaf, to parents of South Korean origin, similarly faces a lack of accessibility requirements, she describes how throughout her education she was excluded from creative classes due to a lack of signing interpreters.
In the video Kim references a tweet :‘I can one hundred percent promise that you learning sign language is easier than a deaf person learning to hear.’ (Novic in Sun Kim, 2023) Kims own work also highlights the ignorance that hearing people have around communicating with deaf and hard of hearing people.
Christine Sun Kim, Shit Hearing People Say To Me, 2019.
Visibility and accessibility are intrinsically linked and to further standards of accessibility disabled people need to be in the minds of those who can make change. Adepitan explains that discrimination is created when “they don’t have accessible transport, they don’t have accessible buildings, and people don’t seeother people with disabilities around” (Adepitan, 2020). Christine Sun Kim says, “scale equals visibility, and that has the ability to shape social norms… if you don’t see us then we have no place to be” (Sun Kim, 2023).
Data taken from UAL’s latest Student Equality, Diversity and Inclusion report showed that 5% of international students were declared as disabled in the data, compared to the 25% of home students that declared. This raised questions regarding stigmas around disabilities, and the possible apprehension around students wishing to study abroad disclosing diagnosed disabilities. Looking further into student demographics and potential intersectionalities will help frame issues that need solving, as “without frames that allow us to see how social problems impact all the members of a targeted group, many will fall through the cracks of our movements.” (Crenshaw, 2016)
References:
Adepitan, A. and Webborn, N. (2020). Nick Webborn interviews Ade Adepitan. ParalympicsGB Legends [Online]. Youtube. 27 August. Available at: https://www.youtube.com/watch?v=bnRjdol_j0c (Accessed: 24/04/2024).
Brown, C. (2023) Interview with ParaPride. Intersectionality in Focus: Empowering Voices during UK Disability History Month [Online]. Youtube. 13 December. Available at: https://www.youtube.com/watch?v=_yID8_s5tjc (Accessed: 24/04/2024).
Currently, the variety of samples in the Stitch Workshop at Chelsea is being expanded. This resource is used in inductions and workshops to refer to and inspire students, as well as to access when creating independently. For the object-based learning micro teaching session in Unit 1, a variety of samples, focusing on smocking and shirring, were presented. One piece of feedback, which I feel requires reflection, was regarding the naming of the technique ‘English Smocking’. The same technique exists internationally but doesn’t have the same ‘English’ prefix.
This exchange has led me to reflect on the direction of expanding this resource. Object-based learning, in this case, Stitch/ Embroidery samples “sees hands-on engagement with the object of study as key to personal meaning-making and the long-term retention of ideas.” (UCL, 2024) Therefore, it’s vital that we further representation of more nationalities and cultures in the Stitch Library resource, to improve inclusivity and therefore creating an equitable learning experience.
Intervention plan:
Inclusion of a variety of stitch/embroidery samples displaying techniques from wider global cultures and nationalities.
References to alternative names/ terms for techniques respective of origin.
Clearly labelled technical descriptions.
QR codes leading to further accessible information on UAL online platform (potentially Moodle)
Photographic images of the samples available for offsite accessibility.
Categorise samples, respective of techniques, via colour coding and Key system.
Highlighting cultural significance
Some questions around authenticity and cultural appropriation will need to be explored. For example, instead of replicating techniques, would it be more appropriate to source samples of cultural significance?
Navigation of providing resources with associated cultural significance in a resource which is readily available for all students to access raises questions of how to promote appreciation and not appropriation.
Include discussion around socio-cultural significance in object-based learning activities during workshops and inductions.
QR code links to a webpage with the option to leave comments, so that students can interact with each other regarding the resource.
Potential inclusion of UAL staff and student’s work within the library to include authentic representation from varied ethnicities, nationalities and cultures.
Receiving feedback
This intervention will be an ongoing process, as the creation and sourcing of samples will take time. In this case, I plan to implement this intervention on a selected category of techniques in the Stitch Sample Library. It is unlikely I will be able to gather much feedback from students so I will rely on my colleagues for feedback.
Implement intervention plan on selected category
Hold a micro-workshop where colleagues on Textile Design course ‘Crip’ the resource to further highlight areas to develop or areas of concern.
Make sure feedback is gathered from a diverse group of colleagues.
Green, D.N., Kaiser, S.B. (2017) ‘Fashion and Appropriation’, fashion, Style and Popular Culture, 4(2), pp. 145-150. Available at: https://doi.org/10.1386/fspc.4.2.145_2
Penketh, C. (2020) ‘ Towards a vital pedagogy: Learning from anti-ableist practice in art education’, International Journal of Education Through Art, 16(1), pp. 13–27. Available at: https://doi.org/10.1386/eta_00014_1
Smith-Glaviana, D. & Hwang, E., (2024) “Using an Object-Based Learning Approach to Strengthen Intercultural and Global Awareness and Openness to Diversity”, International Textile and Apparel Association Annual Conference Proceedings 80(1). Available at: https://doi.org/10.31274/itaa.17500
We were asked to choose a piece of reading for Workshop 2. I chose: Damiani, Luca M (2018), ‘On the spectrum within art and design academic practice’, Spark: UAL Creative Teaching and Learning Journal, 3:1, pp. 16-25. I have recently been diagnosed with ADHD and was intrigued to hear another neurodivergent staff member’s perspective.
Damiani is a UAL Lecturer who was diagnosed with Asperger’s, on the autism spectrum, and in this piece introduces Neurodiversity in Art and Education, as well as using his own artwork as a means of reflection. It is intended to provoke thought and create discussion, rather than give definitive answers. Damiani is a practicing artist who creates artworks about “neurological diversity that can be used to open up dialogue within artistic and academic communities.” (Damiani, 2018) I’m inspired by Damiani’s work in facilitating thought and discussion on neurodiversity in education and I’m eager to research and discover how I can use my own experience to build positive affect.
Damiani explains that neurodivergent creatives are suited to art education due to how art and design “encourage different ways of looking at or interpreting the world, and thinking differently, shaping diverse voices and opinions. When approaching a topic, arts subjects encourage abstract and unconventional thought processes”. He also says, “arts environments encourage the skills and the abilities (not the disabilities) of neurodivergent individuals, enabling them to have a voice and progress in terms of their personal and professional development in creative design practice” (Damiani, 2018). However, there are many potential obstacles in the way for Neurodivergent students to make the most of their skills. This led me to reflect on my own struggles at university and how, had my ADHD been identified earlier on, I could have received support that would have benefited my studies. Due to late diagnosis after the age of 26, I’m mindful of how neurodiverse the student base that I’m teaching is, with a percentage of students potentially undiagnosed, particularly as “a staggering 50% to 75% of women with ADHD go undiagnosed.” (Clinical Partners, 2016)
Scientific language defines individuals as neurotypical and neurodivergent. Neurotypical individuals have a cognitive functioning that fits within societal standards of ‘normal’, although it is argued that there is no typical mental capacity, no ‘normal’ brain to which all other brains should be compared. Armstrong (2012, cited in Damiani 2018)
The fact that many people are unknowingly neurodivergent, and yet to be diagnosed, combined with the fact that there is no typical mental capacity for others to be measured against, highlights the cruciality for creating an inclusive learning environment for all. Even many neurotypical learners deemed ‘normal’ can relate to struggles neurodiverse students face. This means that regardless of whether students are diagnosed with learning differences, everyone can benefit from the systems put in place to support diverse learning styles as “inclusion strategies and approaches designed to support neurodivergent students can benefit everyone.” (UCL, 2023)
Damiani, M Luca (2018) ‘ On the spectrum within art and design academic practice‘, Spark: UAL Creative Teaching and Learning Journal, 3(1), pp. 16-25
University College London (2023) Supporting neurodiversity in education. Available at: https://www.ucl.ac.uk/teaching-learning/publications/2023/oct/supporting-neurodiversity-education#What%20is%20neurodiversity? (Accessed: 20/03/2024)
“Towards a vital pedagogy: Learning from anti-ableist practice in art education” details a methodological approach of using “storyboards as a graphic method for cripping the curriculum”. In this study, PGCE students were asked “to investigate taken for granted notions regarding ability that might be implicit in projects they had witnessed, designed or delivered”. (Penketh 2020)
I used the method to crip Advanced Juki workshops. This blog post works as further reflection from blog post 3 about pre-recorded and live video learning material.
Plenketh’s outline for storyboard (Plenketh, 2020, p. 19, fig. 1)
Your Project:
Advanced Juki workshop
Workshop includes taught techniques: shading, fringing, and 3D embroidery.
A recap of how to operate the machine is given at the start of the workshop.
Samples demonstrating various techniques are introduced.
Samples
Cripping an Advanced Juki workshop
Limitations:
Assumption of fine motor skills
Assumption of vision – ability to see demonstration, read learning material, thread machine, control direction of stitch.
Memory – remembering technical terms and actions associated with operating the machine.
Time – Time to create, make notes & master techniques…
In Penketh’s study…
“A group… discussed the limitations associated with projects designed to generate similar and predictable responses. This resonates with Atkinson’s description of the ‘normative canopy’ generated by the dominance of preconceived ideas and approaches in art education (Atkinson 2017a: 7). Reduced opportunities for individualized creative practice were subject to criticism in generating unhelpful comparisons regarding the perception of ability…. This normative canopy can be extended to include the importance of temporality. Participants drew attention to the sustained time dedicated to producing a piece of work, and the constraints that this might place on different bodies and minds making work. (Penketh 2020)
Fine and gross motor skills are needed to operate the knee press and simultaneously operate the foot pedal, whilst also controlling the fabric. Operating the machine requires a degree of coordination which some students, particularly students with dyspraxia, may struggle with. The machines don’t have an option to change the operating leg and “one large study from 2016… found that for left-handers, 59 percent were left-footed, 25 percent were mixed-footed, and 17 percent were right-footed. Tran & Voracek, (2016 cited in Ocklenburg 2022).
As well as limitations presented with basic operation of the machine, the shading technique requires a higher degree of fine motor skills. I demonstrate this using the common shape of a petal, requiring the student to move the hoop to create curves and blend stitches.
Stills from ‘shading’ video
Revisions:
Whilst the reason for using the petal is intended for familiarity, I can see how this approach resonates with Atkinson’s description of a ‘normative canopy’ above. Shading techniques should be shown using various sample references that require a range of fine motor skills to highlight the preciseness is not synonymous with value.
…More Revised:
Tools to help thread needles on machinery.
Magnifying lenses attachments for machines.
Allow more time to complete fine motor skill reliant tasks (threading).
Glossary of technical terms.
Clearly labelled needle sizes
Samples descriptions
Enlarged/zoomed in images of samples, specifically areas of reference.
Gains
More varied student outcomes
More equitable learning environment
Reflection
As a visual learner this method is helpful and I intend to continue revising limitations already identified as “a vital pedagogy informed by crip theory demands that we remain open to the uncertainty of subjects in order to come to know them better.” (Penketh 2020).
References:
Ocklenburg, S. (2022) Can You Be Left-Handed But Right-Footed?. Available at: https://www.psychologytoday.com/us/blog/the-asymmetric-brain/202212/can-you-be-left-handed-but-right footed#:~:text=One%20large%20study%20from%202016,Tran%20%26%20Voracek%2C%202016). (Accessed: 11/03/2024).
Penketh, C. (2020) ‘ Towards a vital pedagogy: Learning from anti-ableist practice in art education’, International Journal of Education Through Art, 16(1), pp. 13–27. Available at: https://doi.org/10.1386/eta_00014_1
This blog post will further reflect on the feedback I received from an observation of my workshop on fabric manipulation, where I used the camera to demonstrate. Upon reflection, I decided to change my approach for the next workshop.
During the observed workshop, there were issues with the camera streaming the demonstration. I inducted students onto a specialist Sewing Machine Foot called a ‘Ruffler’ and this became challenging due to the projected image being over-exposed, which caused the intricate details of the machine foot to become unclear. In hindsight, there should have been thorough checks on the camera settings. However, to prevent disruption, I resorted to demonstrating at student’s machines, instructing them individually or in pairs.
The next workshop was adjusted and pre-recorded videos were utilised. When the students were asked whether they preferred viewing demonstrations through the visualiser or the pre-recorded videos, the consensus was that they preferred the latter. One student was particularly vocal with giving feedback and said, “it’s because they are clearer… you can rewind them easily to go over something.” It was said that the text on the screen was distracting and that having me talk through the videos was more helpful. The videos will be redone with voiceover, captions, and subtitles in Microsoft Streams so that the text is placed underneath the video.
I was apprehensive using pre-recorded material during workshops and inductions. I felt it would be less personable and the support they needed and expected post-pandemic would be lacking. This conception had formed during the pandemic as students preferred in person teaching (Photopoulos, 2022). Mistakenly, I had extended this notion to cover pre-recorded video content as well, as they were not used prior to COVID-19. However, there are many things we adjusted to teach remotely, and whilst most students prefer to have face to face, there are elements of ERT (emergency remote teaching) (Hodges et al. cited in Photopoulos, 2022) that we have implemented to enrich the learning experience.
Upon reflection, using pre-recorded video content in workshops with multiple students is a great option, as it allows the Technician the time to provide personable guidance to students. Multitasking between technology issues, such as unfocused and over-exposed images, ensuring the visualiser is displaying the correct part, and instructing students means you can’t consistently gauge their understanding. The instructional videos allow for more capacity and therefore thorough direction and support through 1-2-1 demonstrations to those who require them.
During COVID, students missed human interaction with peers and tutors. This lack of interaction is noted as the biggest factor contributing to student’s affectivity of learning and mental state. (Potyrała K, Demeshkant N, Czerwiec K, et al. cited in Photopoulos, 2022). “The possibility of a total transformation of education through technology under the promise of more efficient learning includes risks of less learning not because of the lack of sophistication of the digital learning tools but because of the absence of human interaction and coherent social relationships.” (Potyrała K, Demeshkant N, Czerwiec K, et al. cited in Photopoulos, 2022). I realise that whilst we can utilise more effective modes of teaching, such as video learning material, human interaction is integral to the efficiency of students learning and needs to be employed in conjunction with technology to get the most out of these modes of teaching.
References:
Photopoulos P, Tsonos C, Stavrakas I, Triantis D. (2022) ‘Remote and In-Person Learning: Utility Versus Social Experience’, SN Comput Sci. 2023;4(2):116. DOI: 10.1007/s42979-022-01539-6.
BA Textile Design students are introduced to Adobe Illustrator at different points, depending on their chosen specialism chosen out of Weave, Print, Stitch, or Knit. Currently, Stitch students are inducted in 3rd year, resulting in insufficient time to develop their digital embroidery software skills. A process which ideally requires prior knowledge of vector-based software.
Evaluation
Currently, the digital embroidery software works as a plug-in for Adobe Illustrator, hence the importance of prior knowledge. Authentic assessment is used when identifying a student’s ability to use the digital embroidery software by setting them an induction task of designing a digital embroidery file of a name badge. However, once the session begins, I then assess the students’ abilities with Adobe Illustrator itself and I often discover the skill levels vary within a group. Therefore, additional support for teaching Illustrator must be spontaneously factored into the induction.
Moving forwards
Implementing illustrator inductions in Ba2
Due to increased student numbers and other sessions taking precedence in the technical timetable, these sessions have been inconsistently placed over BA2 and BA3 in past years. Going forward, I will advocate for Adobe Illustrator inductions with Digital Textiles to take place within BA2. A stable timetable is necessary to confidently facilitate student’s exploration and experimentation to develop their skillset.
Making the skill relevant
In past years students were inducted in Adobe Illustrator in BA2. However, when students were introduced to the Digital Embroidery process in BA3, engagement was still an issue. ‘Individuals are rarely interested in information and activities that have no relevance or value.’ (Cast, 2018) and developing skills within Adobe Illustrator currently has little relevance to Stitch students in BA2. I propose timetabling a series of technical workshops that provide an authentic activity to garner interest. This would include a workshop with Digital Textiles on Adobe illustrator, a laser cutting workshop with the 3D Workshop Technician, followed by a Stitch workshop where students will experiment with combining their laser cut elements with stitch explorations. ‘Authentic assessment can drive curriculum design by backwards design, shaping what tasks students will perform to demonstrate their mastery, then developing the curriculum to ensure students acquire the essential knowledge, skills and experience to perform those tasks well.’ Wiggins and McTighe (2005, cited in Farrow 2019).
Adobe Illustrator inductions with a Digital Embroidery focus
The fruition of the strategy I have suggested above is dependent on many factors, such as agreement with academic staff, feasibility of timetabling for the 3D workshop, and more. Nevertheless, the issue remains that students need a source of motivation to develop Adobe Illustrator skills. Alternative ways to aid this could be for Digital Textiles to deliver the Adobe Illustrator induction alongside a Stitch Technician, utilising the digital embroidery samples to implement a haptic learning element. Showing students techniques within illustrator alongside corresponding samples would give them a real sense of what they can achieve by developing their skills and would “highlight the utility and relevance, of learning” Cast, 2018). To make the complexities of the software less intimidating, the focus would be on using Illustrator freely, encouraging experimentation and sketching booking ideas within the software.
Preliminary tasks before Digital Embroidery Workshop
Another way to help aid engagement is to make sure to communicate in advance with students regarding their Digital embroidery induction, prompting them to use learning materials for Adobe Illustrator and to arrange sessions with Digital Textiles if they require support.
References:
CAST (2018). Universal Design for Learning Guidelines version 2.2. Optimize relevance, value, and authenticity. Available at: http://udlguidelines.cast.org (Accessed: 24/03/2024)
Farrow, S. (2019) Authentic Assessment. Available at: https://www.liverpool.ac.uk/centre-for-innovation-in-education/resources/all-resources/authentic-assessment.html? (Accessed: 24/03/2024).
