Journal of Useful Investigations in Creative Education
Abstract The loss of the studio across 2020 has presented numerous challenges for many creative arts disciplines in higher education. This article analyses recent literature to identify and assess the implications of Covid-19 (alongside wider sector contexts) upon studio-based pedagogies in fine art. The article questions how virtual learning has impacted communities of practice, and …
The global pandemic has shifted the Higher Education landscape of how we learn and teach, from physical campus spaces to virtual learning in invisible rooms. Hybrid learning can offer a culmination of physical and virtual spaces, developing new photographic pedagogical principles using technology. Educators and learners can work together to co-create a new kind of …
Learning styles theory proposes that educators use students’ learning style preferences to differentiate their teaching, and thus enhance learning. This theory is persistent and widespread, yet there is little evidence to support it and it has been thoroughly discredited. Although seemingly harmless, belief in preferred learning styles can negatively influence students’ choice of subject, and …
Hello and welcome to this edition of JUICE! When you're teaching, it is a privilege and a responsibility when you find yourself guiding your learners into new territories. This was definitely the case when I was lucky enough to explore the complex topic of decolonisation with an inspiring group of students on a PGCert in …
Continue reading "Welcome to Issue 4 – Decolonising teaching and assessment"
The global spread of English and English language teaching (ELT) is rooted in colonialism. English is often promoted as a de-territorialized language and a decolonizing tool. However, literature shows that ELT still maintains traces of colonialism, despite writers addressing this over several decades. Recent literature demonstrates that English is still negatively associated with colonial history …
Continue reading "Decolonising English Language Teaching Pedagogy"
In my experience as a sessional lecturer at a number of London art colleges – and a student, having written a BA, MA and currently undertaking a practice-based PhD – I feel that the essay still tends to be the dominant assessment form. In fact, it is the form that in many cases may be …
Continue reading "Decolonising assessment within higher arts education"
“Until the lion learns to write – the story will always glorify the hunter.” J. Nozipo Maraire The aim of this paper is to offer a location within educational historiography for decolonisation. This paper attempts to historically situate my role as a teacher within a wider historical and political context – and to synthesise research …
Continue reading "Decolonisation: some thoughts on its history"
The University for the Creative Arts (UCA) conducted a report researching into the black and minority ethnic (BME) student experience in 2018. This research found that UCA enables a positive learning experience for such students but it is not immune from contributing factors that can influence a student’s experience learning in a negative way (Dixon-Smith, …
Decolonisation of assessment has many different meanings for learners and educators in higher education. For me, the term ‘decolonisation of assessment’ comes across as trou- blesome knowledge because I’ve so far had no experience of doing summative assess- ment, and only briefly participated formative assessment in my role. From researching the topic, reflecting on my …
Continue reading "Decolonising assessment: finding the hidden codes"
Before we can begin to decolonise assessment, we first need to orientate ourselves towards the them of decolonisation itself. This toolkit begins with an artwork created by Laura Blight specifically to visualise the complex dynamics at play within decolonisation. The authors then explain the relationship between decolonisation and assessment, and provide a helpful flow diagram …
Continue reading "Decolonising Assessment toolkit – Team Mercury"
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