I asked students for permission before taking pictures and made them aware of the fact that I would solely utilise the photos as supplementary documents for my reflective report on my blog. The following photos stem from the student groups … Continue reading →

EXPERIENTIAL EDUCATION & CULTURAL CAPITAL A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment Aaron J. Hahn Tapper This text ‘A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and Empowerment’ by Aaron J. Hahn Tapper … Continue reading →

Religion – Religious Identities – Equality Being part of a religious identity conveys a complex notion. I grew up in north of Germany which was traditionally protestant and from the age of 9 I had weekly protestant bible lessons taught … Continue reading →

Looking at following article: The Erasure of Blacks From Histories of Autism. Disabled Black activist and mother to an autistic son, Kerima Cevik studies Intersectionality, Special Education, Disability, Special Education, and Autism Spectrum Disorders. An article from Shades of Noir … Continue reading →

Having an invisible disability and being invisible because of the disability in an environment filled with very visible people. – Being a BA Fashion Design Womenswear student with Asperger’s Syndrome at CSM This blog examines the challenge of having Asperger’s … Continue reading →

– 3 STUDENTS WITH AUTISM ‘Sharpening pencils while everyone else is finished’ NOT KNOWING STUDENTS’ DISABILITIES – at the Mary Ward Adult Education Centre With regards to my teaching practice, I was a teacher for Fashion Design, teacher on the … Continue reading →

BRIEF:Could you please, bring an item from your own belongings which you consider as the most tasteless object that you own? TODAY’S STRUCTURE: Introduction and context around the brief What learning is involved when looking at objects? What is the … Continue reading →

When reading the information about the course designer, all points seem very refined. However, I would argue that it is easier to work in a different order would propose to start with the ‘aim of the course’ because that seems … Continue reading →

Prior today’s session I read the paper called ‘Learning outcomes and assessment criteria in art and design. What’s the recurring problem?’ by Allan Davies, Independent Consultant. This paper is a critical reflection on the development of learning outcomes, outcome-led learning … Continue reading →

The title translated literally means ‘That’s not an art piece’ however, the actually meaning is ‘That’s not difficult’. Read this short case study from Bruce Macfarlane’s 2004 book Teaching with Integrity: The ethics of higher education practice (Routledge), in which a fictional … Continue reading →