Evaluating "belonging": exploring student and staff experiences of cultivating diverse, inclusive and conscious approaches to creative practice

Boddy, John ORCID logoORCID: https://orcid.org/0009-0009-0059-8659, Johnson, Frances and El-Hadidi, Ibrahim (2022) Evaluating "belonging": exploring student and staff experiences of cultivating diverse, inclusive and conscious approaches to creative practice. In: Equality, Diversity and Inclusion Conference 2023: The Shoulders of Giants: Listening, Learning and Improving our Practice, 15-16 March 2023, Hull, UK. (Unpublished)

Falmouth Applied Inspiration Advance HE poster
Preview
Text (Falmouth Applied Inspiration Advance HE poster)
Falmouth Applied Inspiration Advance HE poster final.pdf - Supplemental Material
Available under License Creative Commons Attribution Non-commercial.

Download (9MB) | Preview

Abstract / Summary

Abstract
A collaboration between The Fashion and Textiles Institute at Falmouth University and 'Applied Inspiration', this session will outline findings of an evaluation of a level 4 module entitled “Belonging”, which aims at cultivating diverse, inclusive and conscious approaches to creative practice. We are looking forward to sharing findings from our creative research with students and staff, and to speaking of the design and origins of this module, and its location as part of institutional commitments to equality, diversity, and inclusion and as part of a broader context of anti-racist practice in this area.

Outline
In autumn 2022, level 4 students studying at the Fashion and Textiles Institute at Falmouth University began a compulsory module called “Belonging”. With the intention of cultivating diverse, inclusive and conscious approaches to creative practice, students are engaging with international histories, cultures and politics to understand how “belonging” plays a role in global creative industries. In investigating the theme of “belonging”, students are invited to find and question divisive practices used within global creative industries which have placed dominant culture values at their core. Through the development of mindful new approaches to these challenges, this module aims to facilitate the launch of a life-long commitment to personal responsibility, allowing students as creative practitioners to demonstrate an understanding of the theoretical and practical issues around the ethics of equality, diversity and inclusion. Firstly, however, students are encouraged to examine how a personal sense of self and privilege might play roles in their perspectives on the world.
Working with Applied Inspiration’s Specialist Evidence, Evaluation and Research (SEER) service, Falmouth University is conducting an evaluation of this module in order to gain an understanding of experiences, feelings, and professional development of both staff and students involved. This will also provide points of discussion as Falmouth considers scalability of the module to other schools, and as Falmouth continues to develop inclusive teaching and learning as an institution.

This presentation will present findings from our first round of staff and student consultations, which are due to take place early in 2023, and will consist of a series of focus groups with students using photo elicitation methods as well a semi-structured focus groups with key staff. It links to the overall theme of the conference as an exploration of how we encounter concepts that challenge our own ideas, including dominant cultural mindsets, and in ensuring diversity among future “giants”, creating pedagogic and creative space for all students, especially those whose lived experiences and cultural values are underrepresented or excluded.

This presentation links to the sub-theme of learning from students, with findings from student focus groups and photo elicitation informing innovative practice in curriculum design, as well as learning across difference, supporting respectful dialogue around often contentious issues. Our intended audience is anyone involved in teaching and learning, in the creative industries and beyond, with findings and discussion exploring potential for delivery of modules like “Belonging” across a variety of disciplines. This session will provide attendees with an insight into the role of teaching and learning as a vehicle for anti-oppressive practice, situating this module within a wider context of work and collaboration, such as Fashion Academic Creating Equality (FACE). Attendees will also see an example of creative research methods used for evaluation.

Item Type: Conference or Workshop Item (Poster)
Subjects: Education
Fashion & Textiles > Fashion
Fashion & Textiles > Textiles
Depositing User: John Boddy
Date Deposited: 29 Nov 2023 15:15
Last Modified: 29 Nov 2023 15:15
URI: https://repository.falmouth.ac.uk/id/eprint/5304

Actions

View Item View Item (login required)