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Inclusive Teaching and Learning in Higher Education
Written reflection – Year 1 Creative Identities unit, BA (Hons) Cordwainers Fashion Bags and Accessories Introduction Over the past year, I served as an acting joint Course Leader, this position gave me valuable insights into course management and the challenges Course Leaders face, helping me better support them in my permanent Lecturer position. I was…
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Blog 3 – Race
Race – Blog 3 Various approaches to addressing racism Bradbury, A. 2020. A critical race theory framework for education policy analysis. Alice Bradbury’s paper discusses the use of (CRT) Critical Race Theory combined with policy sociology to analyse education policies and their impact on racial inequalities. The paper uses the example of the Baseline Assessment,…
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Faith – Blog Post 2
Inclusive Practice – Faith – Blog Post 2 Reki, J. (2023) Religious Identity and Epistemic Injustice: An Intersectional Account. Hypatia 38, pp779–800. Jawad, H. (2022) Islam, Women and Sport: The Case of Visible Muslim Women. I found this text by Haifaa Jawad informative, I learned a lot about the Muslim faith. There are many examples of the intersection…
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Intervention
300 words For my intervention, I will focus on a Year 1 unit, “Creative Identities.” As a part of this Unit, students are (hypothetically) given a brand to design for, but they are also expected to combine their given brand with their own Identity (or aspect of their identity). Essentially, creating a new hybrid collection…
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23/24 Inclusive Practices – Blog Task 1 – Disability and Race
Ade Adepitan gives amazing explanation of systemic racism (youtube.com) https://youtu.be/KAsxndpgagU Ade Adepitan sees parallels between both his race and disability, due to systemic discrimination in society. He mentioned how employers may not give jobs to the BAME community or people with disabilities, due to hidden or inbuilt prejudices. In the video, Ade also says he…
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Observation of my teaching practice by a peer
Session/artefact to be observed/reviewed: Marquetry Masterclass & PPT Size of student group:23 Observer: Kitty Eyes Observee: Fflur Owen Part OneObservee to complete in brief and send to observer prior to the observation or review: What is the context of this session/artefact within the curriculum? This session is a master class taught by myself to Year…
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Observation of a peer’s teaching practice
Session/artefact to be observed/reviewed: Wig-making Samples Size of student group: up to 150 (entire course cohort) Observer: Fflur Owen Observee: Kitty Eyes Part OneObservee to complete in brief and send to observer prior to the observation or review: What is the context of this session/artefact within the curriculum? This on-going collection of wig-making samples is…
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Tutor Observation
Session/artefact to be observed/reviewed: Learning how to create a Moodboard Size of student group: 33 students Observer: Carys Observee: Fflur Part OneObservee to complete in brief and send to observer prior to the observation or review: What is the context of this session/artefact within the curriculum? This session is an early part of the Intro…
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Case Study 3
Assessing learning and exchanging feedback Contextual Background For my final case study on Assessing learning and exchanging feedback, I will discuss a recent Formative Assessment Point (FAP) from the Year 1 BA Bags & Accessories ‘Creative Identity’ unit. Following the Briefing students research designer brands in their teams, compiling findings into a 15-page presentation, before…
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Blog Post 4
Workshop 5 – Assessing Having spent the last few weeks Assessing the first year’s second unit submissions, I felt I had much to discuss during Workshop 5. I find some of the tasks during the breakout rooms difficult to tackle, I’m often hesitant to voice my opinions as I don’t understand the questions; the academic…