Idea
I teach on Illustration and a key part of Illustration is Narrative, so I wanted to create a workshop embedding key inclusive practice ideas in this discipline specific area.
Aims and References
- Engage students in a participatory dialogue
Mind the Gap: expectations, ambiguity and pedagogy within art and design higher education
Vaughan et al.
‘We want to reconceptualise induction as a series of participatory encounters throughout the whole journey of education and working life. We want to replace this inductive, linear model of experience and expectation with the notion of transitions; an exchange between tutor and student, rather than a moulding of the student to fit a uni-dimensional conception of the student.’
- Promote meta-cultural sensitivity
Mind the Gap: expectations, ambiguity and pedagogy within art and design higher education
Vaughan et al.
‘Cultural sensitivity in this sense does not require the gathering of knowledge or facts about other cultural perspectives, but to develop sensitivity and understanding to a point where ‘partners must be cognizant of their partner’s cultural heritage and, must accord that heritage legitimacy in their dealings with one another’ (Smith and Bond 1999).
- Create an opportunity for students to share their lives, experience and knowledge.
Teaching To Transgress: Education as the Practice of Freedom
bell hooks
‘They do want an education that is healing to the uninformed, unknowing spirit. They do want knowledge that is meaningful. They rightfully expect that my colleagues and I will not offer them information without addressing the connection between what they are learning and their overall life experiences.’
(page 19)
- Challenge bias and prejudice in the storytelling culture in which they live, so they can make informed choices.
The Danger of the Single Story
Chinamanda Ngozi Adichie
- Challenge hierarchies of who and where stories are told
When the world is burning is art a waste of time?, Alan Brooks
Teaching To Transgress: Education as the Practice of Freedom
bell hooks
‘Deconstruction of old epistemologies’
(page 29)