Teaching Within: Prospectus 2020 by SoNEducation

2020-21.

TEACHING WITHIN .

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I applaud the programme for bringing together all these great academic minds of people of colour!! This usually only occurs in sport and entertainment. I feel the programme will eventually break the mould of peoples thinking that the participants are part of an â&#x20AC;&#x2DC;allowanceâ&#x20AC;&#x2122; scheme. TW cohorts are amongst the best students the university has produced across all people over the years and we are high achievers internationally.

CONTENTS. Creating Context 4 Essential Information

Programme 34 Process 38 Timetable 40 Eligibility 48 Application Process 50 FAQs 54 PgCert Information 63 The Postgraduate Certificate in Academic Practice Elective/Standalone Units

68 74

Case Studies

Further Reading

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CREATING CONTEXT.

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ABOUT SHADES OF NOIR. Our Mission:

Our Intersections:

Shades of Noir champions social justice pedagogy and develops practices which centres voices of the marginalised in the arts, culture and Higher Education for equality, cultural capital and the acknowledgment of those who came before.

Shades of Noir take an inherently intersectional approach to our training packages and consultancy programmes.

Shades of Noir undertakes practice-based social justice within the creative sector context in partnership with international educational and cultural institutions, as well as creative practitioners and a broad spectrum of organisations. Our aim is to evolve behaviour, practice and cultural value to support a variety of audiences through a broad range of discursive and proactive interventions. We seek to engage and support individuals who make up the sectors through a combination of activities, commissions and resources. We centre the histories, voices and experiences of marginalised communities as a catalyst for transformation of people, processes and policies.

Our team members can collectively offer personal narratives for all of the protected characteristics of the Equality Act 2010. This offers a unique approach to our delivery and content. Our Partners: Shades of Noir’s unique place in Higher Education and the creative sector has enabled us to forge partnerships with leading art and design institutions around the UK. We facilitate events, workshops and curriculum reviews around the country, as well as share our digital resources at conferences around the world. We also pride ourselves in supporting independent collectives who provide safe spaces for People of Colour.

This is all in support of our mission to:

Our partners include:

• Centre the voices, experience and perspectives of marginalised communities to evolve thinking. • Create platforms to engage with intersectional experience, understanding and perspectives. • Support knowledge exchange within a social justice pedagogical context. • Transform behaviours through proactive interventions within a creative educational canon. • Build social justice and anti-racist communities of change makers across sectors and countries.

• Advanced HE • Black Blossoms • Bournemouth University • CHEAD • The Craft Council • Kingston University • Ravensbourne • University College London • The University of Arts, London • The University of Portsmouth

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TY CI

I C IT Y

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DISABILITY (VISIBLE & INVISIBLE)

TH N

SEXUAL ORIENTATION

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RACE & ETH

AGE

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& E T H N I C IT Y RACE

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MARRIAGE & CIVIL PARTNERSHIP

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RELIGION OR BELIEF

RACE &

GENDER & GENDER REASSIGNMENT

SEX

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RAC

E & E T H N I C IT Y

R A CE

PREGNANCY & MATERNITY

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As a community, we centre the voices and lived experiences of students and staff of colour within the focus of social justice. We offer accessible knowledge and visible testimonies that we hope will further inform the evolutions of cultures and practices across the sector (and beyond).

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Shades of Noir’s ‘Streams of Work’ are broad-reaching and multifaceted, supporting the purposeful transformation of people, policy and process.

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For over a decade, the programme has reached huge success thanks to our intersectional team of award-winning staff and students. This allows us to shape our proactive interventions to be purposeful, relevant and effective. As creatives, we take an inherently intersectional and holistic approach, aligning everything that we deliver within the framework of people, policy and process.

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The following diagram contextualises some of our endeavours. Each line represents the intersection between activities and collective responsibilities, which support meaningful change towards antiracism as a practice that requires never-ending work // 9

ABOUT TEACHING WITHIN. Shades of Noir (SoN) ‘Teaching Within’ TW programme is a proactive academic progression intervention that aims to support a diverse group of change-makers who continue to demonstrate that they place social justice at the heart of their teaching practice. This programme evolves recruitment, attainment and progression of under-represented people of colour as well as non academics of colour who have successfully completed and are furthering their knowledge in anti-racism and social justice training. This programme was created in 2015 by Aisha Richards in collaboration with SoN and has been delivered across all 6 different colleges within the University of the Arts London (UAL). This programme responds directly to ‘The Research and Teaching Careers Pipeline’, a key strand of the Race Champion Forum project strands for those who are ‘Aspiring Academic Graduates’, and ‘existing staff not in an academic role but have a degree in a related subject’. The programme which has been successfully running for 3 years is currently preparing to welcome its 4th cohort this year. The aims of this programme are to build on previous and existing programmes that set out to support a full cycle of development, value cultural currency and create opportunities for non white academics and for white academics who have successfully completed Shades of Noir specialist in house training in anti racism, allyship, mentoring and wish to continue to improve their skills in social justice. Through this programme we: • Increase the presence of Lecturers and Associate Lecturers of colour. • Build further the relationships with the marginalised community of existing staff of colour. • Support alumni and staff of colour to develop and become part of the academic community. • Enable non staff of colour to be part of levelling the playing field. • Support white Shades of Noir graduates in developing further their commitment to anti racism and social justice activities.

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“

University of the Arts London (UAL), implementing the Shades of Noir’s Teaching Within programme from the most senior level, is something I take pride in, as both an academic within this institution and alumni. This unique programme is transformative, however not without its challenges. Nothing good comes easy. Shades of Noir is committed to social justice and anti racism. The investment in this programme by UAL has already affected not only the Teaching Within participants’ lives and their futures, but also have a long lasting cultural and pedagogical effect on this institution, its staff, students, as well as the sector. Aisha Richards, Shades of Noir Director and Teaching Within Programme Creator

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TEACHING WITHIN: A CASE STUDY.

Shades of Noir (SoN) was established in 2009 by Aisha Richards after discovering some startling statistics relating to the attainment figures of students of colour within Higher Education. In response, the organisation was developed to ‘provoke, challenge and encourage dialogue and cultural value on the subjects of race within Higher Education, the creative and cultural sectors’, through digital content, events, advocacy and support networks. Richards is the Director of Shades of Noir, managing a team of academics and students at the University of the Arts London in initiating and supporting activities around social justice, inclusion and representation that affect policies, processes and people. What challenge did you want to address? ‘Teaching Within’ seeks to address the underrepresentation of people of colour as academics within the University, and wider cultural and creative sector, and the knock-on impact this has on BAME students’ attainment and career opportunities. Richards found through research that People of Colour (PoC) were overrepresented in administrative roles within the institution but seldom found in academic ones. In a bid to change this she developed the programme. ‘Teaching Within’ is a development programme for aspiring teachers of colour in creative arts and design in Higher Education. The programme was designed by Richards and is delivered by SoN within the university to address the low employment rates of academics of colour in elite staff categories within higher education institutions (Adams, 2017). SoNs works supported by, but independent from, the University. 12 //

What did you do? Teaching Within provides paid teaching placements with a comprehensive and layered support package, including a Postgraduate Certificate (PgCert) in Academic Practice and access to networks of academics of colour. A key characteristic of this programme is it not based on a deficit model – most participants are alumni of the University and are successful in their creative careers and high achievers academically. All participants have found that while they successfully completed degrees, they were unable to transition into sustainable teaching posts. Richards negotiated host courses with the University and pulled together existing training and support mechanisms, which includes bursaries. Now onto its 4th cohort, the programme takes in 20 new academics a year and lasts 18 months. What barriers did you face? The main barrier faced in establishing the programme was the pre-existing culture of the university (and sector, and society), i.e. low awareness of the barriers faced by people of colour, and a lack of understanding about why an intervention was needed. Some participants faced challenges in engaging with, and being valued by, the wider team. This was explored through a workshop developed by Richards and based on the accounts of participants, 60 university staff attended and were able to work through issues without personal judgments. The event proved to be a learning experience for all at which unconscious/conscious biases were challenged,

microaggressions (Gabriel & Tate, 2017) unpacked and white fragility (DiAngelo, 2011), managed, as well as the affirmations as to the importance of the positive experience and retention of programme participants reinforced by both Richards and senior members of staff for the changes in culture to take place. What were your measures of success? The main goal was that course participants completed their teaching hours and PG Certificate, and are retained as academic staff in UAL or another university. Over the first two completed cohorts 33 out of 40 completed the PgCert successfully and 29 of the of 33 have been retained as lecturers at UAL. The positive impact on participantsâ&#x20AC;&#x2122; careers in teaching is evident, and increased diversity within the University has taken place. As the programme continues further impacts will be measured over time, but the feedback from programme members speaks of an enriching experience that is radically improving the prospects of minority groups and attitudes towards diversity within the University. Additionally areas of research, curriculums and teaching practices are evolving around social justice which can in part be attributed to the Teaching Within programme and its participants. What advice would you give to organisations wanting to do this themselves?

point introducing diverse initiatives without at the same time looking at the broader culture which is in play. Additionally, it is important not to underestimate the need to train the existing staff who will also need support with any initiatives in diversity. With adequate training that is fit for purpose in inclusive practice, issues around subconscious or conscious bias can be effectively dealt with over time with existing staff, which will create necessary space to introduce new measures to combat pre-existing biases as a collective community. Organisations that attempt to deal with the complexities surrounding barriers faced by minority groups are making an investment for the future that will be of benefit to everyone especially as society continues to evolve. References: Adams, R. (2017). British universities employ no black academics in top roles, figures show. The Guardian. [online] Available at: https://www. theguardian.com/education/2017/jan/19/britishuniversities-employ-no-black-academics-in-toproles-figures-show [Accessed 14 Aug. 2018]. DiAngelo, R. (2011). White fragility. The International Journal of Critical Pedagogy, 3(3). Gabriel, D., & Tate, S. A. (2017). Inside the Ivory Tower: Narratives of Women of Colour Surviving and Thriving in British Academia. Trentham Books. Available from: UCL IOE Press, UCL Institute of Education

This approach â&#x20AC;&#x201C; of providing specific roles and training support to broaden workforce diversity â&#x20AC;&#x201C; could be applied to any organisation, not just a University. However, a fundamental issue to consider is that there is simply no // 13

TEACHING WITHIN HER/HISTORY TIMELINE. 2016 M A

2017 M J

O N

M A

TW1

M J

31 October 2016 TW1 attended their induction morning and officially started the programme.

The first TW Open morning launched with a panel based event aimed at prospective participants, UAL academic and management teams. 9 September 2016

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O N

TW2 TW1 Started the PgCert and Teaching on their placement courses. The first TW Prospectus was developed in preparation for the recruitment of TW2. A new prospectus is now produced yearly and works to include voices from all cohorts.

In response to #UALsoWhite Aisha Richards presented the intervention, now know as, ‘Teaching Within’ to UAL’s Mark Crawley, 17 August 2016 Dean of Students.

Months have been abbreviated for space: M is for March etc.

TW1

4 March 2016 #UALsoWhite was launched by the ARTS SU. Principally led by Bee Tajudeen.

All UAL Deans were introduced to the programme and placement courses were selected.

Key Events: The planning for the next cohort begins. An open morning is run for prospective participants. An induction day is run for the new cohort. The new cohort starts their PgCert and teaching on their placement courses.

2018 J

2019 M A

M J

O N

M A

M J

TW3

TW1 Graduates!

M J

O N

TW2 Graduates!

Montana Williamson rejoined Shades of Noir to lead on the development of the Teaching Within Programme.

The TW team develop and begin running seminars which support the cohort with their PgCert. Shades of Noir develop their own introductory teaching course ‘Fact not Fiction’, to replace UAL’s Thinking Teaching course.

2020 M A

TW4

In April 2018 the first set of case studies and review session occurred with stakeholders from courses, exec board and the TW community.

TW3

TW2

O N

Planning for TW5 commences to include a new open call application process. TW5

TW3 Graduates!

TW4 // 15

THE DATA.

STUDENTS / STAFF PIPELINE BY BME / WHITE IDENTITY 100

Proportion of students/ staff (%)

76.1%

White

83.2%

90.5%

91.6%

9.5%

8.4%

50 23.9% 16.8%

BME

First degree Undergrads

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Research Postgrads

Academic Staff

Professors

STUDENTS / STAFF PIPELINE BY Gender 100

Proportion of students/ staff (%)

75.4% 55.7%

51.7%

Male

48.3%

Female

54.3%

50 44.3%

45.7% 24.6%

First degree Undergrads

Research Postgrads

Academic Staff

Professors

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TW1 & 2.

THIS INFORMATION REFLECTS THE DATA OF PARTICIPANTS IN COHORT 1 AND 2 FOR THE TEACHING WITHIN PROGRAMME. 50% 19%

African & Caribbean Diaspora

13%

South Asian Diaspora Southeast Asian Diaspora

Multiple Diasporas White European

13%

5.7% 31.4%

Non-binary Female

62.9%

Figures out of 33 participants 18* //

Male

TW academics gained HEA fellowship.

academics are 7 TW continuing their studies. academics teach 4 TW on the PG CERT.

Pass

TW academics gained HEA associate fellow

Merit

Distinction

* From 1 & 2 TW Community

33/40

TW academics completed the programme.

}

/33 have teaching hours on courses allocated during the programme.

/33 academics have fractional posts at UAL

29/33

have teaching hours beyond the programme.

9/33

have multiple HPL contracts across UAL.

6/33

have academic roles beyond UAL.

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KEY TERMS. Aggressive, Behaving or done in a determined and forceful way. Brown, Dark-skinned Black, Belonging to or denoting any human group having dark-coloured skin, especially of African or Australian Aboriginal ancestry. Decolonise, Decolonization or Decolonisation is the undoing of colonialism, the latter being the process whereby a nation establishes and maintains its domination on overseas territories. The clarion call however for the decolonisation of the curriculum is a diverse one, not always based on similar concepts and ideologies when used by different individuals or groups. In some versions, the decolonisation of the curriculum is based on a broad understanding of curriculum which makes it necessarily bound up with a proposed decolonisation of the university – in other words, a fundamental change in the nature and identity of such institutions and a dismantling of the apparatus that is perceived to support and continue a colonial legacy, while in other versions ‘curriculum’ appears to be understood mainly as what is taught, requiring an Africanisation or indigenisation of the syllabus to become more relevant to a changing student population. Democratise, Democratization (or democratisation) is the transition to a more democratic political regime, including substantive political changes moving in a democratic direction. ... Whether and to what extent democratization occurs has been attributed to various factors, including economic development, history, and civil society. Diaspora, Scattered population whose origin lies within a different geographic locale. Diaspora can also refer to the movement of the population from its original homeland. Diversity, An understanding that each individual is unique, and recognizing our individual differences. These can be along. the dimensions of race, ethnicity, gender, sexual orientation, socioeconomic status, age, physical abilities, religious beliefs, political beliefs, or other ideology. Inclusive, An adjective with several meanings: It can be used to describe something that’s broad or extensive, such as thorough, inclusive research projects. Intersectionality, A term coined by Kimberlé Crenshaw which examines how social identities are used as a way to discriminate against marginalised groups who experience multiple forms of oppression simultaneously. Specifically women of colour who suffer from both gender and racial discrimination. Institutional Racism, Institutional racism (also known as systemic racism) is a form of racism expressed in the practice of social and political institutions. It is reflected in disparities regarding wealth, income, criminal justice, employment, housing, health care, political power and education, among other factors. Microaggression, A subtle but offensive comment or action directed at a minority or other non-dominant group that is often unintentional or unconsciously reinforces a stereotype.

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Passive, Accepting or allowing what happens or what others do, without active response or resistance. People of Colour, Person/People of colour has been used and taken up at different points in history in different places to describe non-white, European people. Politically Black, Political blackness is the idea that all non-white people can define themselves under one term black. Prejudice, Preconceived opinion that is not based on reason or actual experience Intersectionality: A term coined by Kimberlé Crenshaw which examines how social identities are used as a way to discriminate against marginalised groups who experience multiple forms of oppression simultaneously. Specifically women of colour who suffer from both gender and racial discrimination. Privilege, A special right, advantage, or immunity granted or available only to individuals in particular groups by institutions. Racism, Act of prejudice, bigotry, and/or discrimination of individuals of one race against members of other races. These acts do not count as racism if they are coming from members of a marginalised race, i.e. black people, as they do not have the social, political or economic power to make their actions oppressive and effective. Racism also refers to institutional, systemic, linguistic and economic structures that perpetuate the idea of racial superiority and inferiority, allowing for a wide range of effects, e.g. skin-bleaching, the overrepresentation of PoC in prisons, under-representation of PoC in media, welcoming to all kinds of people. Social Justice, Justice in terms of the distribution of wealth, opportunities, and privileges within a society. Whiteness, Seated in the history of the ideology of ‘race,’ ‘whiteness’ as the foundation of racial categories and racism and defined as a set of characteristics and experiences that are attached to the white race and white skin. In the U.S. and European contexts, whiteness marks ones as normal and the default. While people in other racial categories are perceived as and treated as ‘other’. Whiteness comes with a wide variety of privileges. White Fragility, The term “white fragility,” was coined by Dr. Robin DiAngelo, a multicultural education professor at Westfield State University, who described the term as, “-a state in which even a minimum amount of racial stress becomes intolerable, triggering a range of defensive moves.” White Supremacy, White supremacy is an ideology centred upon the promotion of the belief that white people are superior. It is argued by critical race theorists that all white people have a level of white supremacy values because of the media, education and politics have embedded whiteness as superior in society.

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A NOTE FROM THE LEAD.

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MONTANA WILLIAMSON. TEACHING WITHIN PROGRAMME LEADER AND EDUCATION DEVELOPER, SHADES OF NOIR.

‘I tell my students: ‘When you get these jobs that you have been so brilliantly trained for, just remember that your real job is that if you are free, you need to free someone else. If you have some power then your job is to empower someone else’. Toni Morrison I am a black woman and like many through my painful journey within education and academia I have had limited safe spaces. Where did I begin my Journey? It started with me working at Shades of Noir in the first phase1 in 2011 as part of its first ever cohort of the Shades of Noir student team. I feel this makes my viewpoint one which has a tenured perspective of growth, which is also loaded with love, tenacity and sheer determination to make an everlasting impact for those who will pave this journey with and after me. Shades is where I met a team which is made up of staff and students who are predominately of colour which I now call my family. This environment offered me refuge and a space within a critical environment. I felt valued and part of a community of people who had shared values and experiences. What was powerful was meeting individuals who had similar lived experiences and educational journeys to me but who used these to harness and help provide meaningful education, At the time I was unaware that this would become an integral part of who I am today, what I fight for and what I aim to embody I am now in a very privileged position, arguably one which I feel I was always

destined to enter...the world of academia. Now in my position of lead on the Teaching Within2 programme and education development at Shades of Noir and my journey has really been a sustainable one. Having completed the Inclusive Practice unit this was a key factor in shaping my critical teaching practice, utilising my lived experiences to help provide scaffolding for others. This unit has allowed my peers and I to consider why this was the case and research the bias of recruitment and progression of academics of colour as well assess as the opportunities academics of colour and social justice advocates brought to creative higher education. I know I am in a very privileged position in my current role, to be teaching at one of the elite universities in the world, participated in this unique meaningful unit and to be one of the few black females academics supporting others, I have the scope to support, evolve thinking and embed a social justice pedagogy contributing to cultural change. This is a work in progress informed by my peers, engaging with research and developing reflective as well as reflexive practices to evolve my practice. The Inclusive Practice Unit has been able to help me contextualise my lived experience and to teach my students about embedding critical pedagogy into their teaching practice and challenge teaching from a white canon. Most importantly it has helped equip me with the relevant language to articulate my life, my thoughts and my opinions with purpose, a sense of empathy and // 23

critical perspective. It was in this unit that I was first introduced to terms like white fragility and white supremacy. It was as if all my life the oppression and racism I had felt for many years had been accounted for and validated! I often felt I was always racialised and marginalised but this showed how people intentionally benefited from these social structures and I was not going mad. This is so important. The inclusive practice unit has transformed both my professional and personal perspectives and provided me with the spectacles with an enhanced focus, Honesty and tangible theory to critique and challenge the systematic oppressive institutionalised racism which controls so much not only in education but be beyond. I was able through the unit to confidently, openly and honestly critique my thoughts and fellow students work in a safe space with academics who offered me relevant theory, critique and empathy supported by an experienced teaching team of social justice pedagogists. The unit has given me the confidence to enter spaces which I once felt unsafe, ill equipped or not having a sense of belonging. I know I am not alone and part of such a kind thoughtful community who strives for anti racism, equality and social justice for all. Thank you Aisha Richards for providing me with wings I needed to fly to freedom! To now be leading on areas of Shades of Noir work is truly an honour but again displays how Aisha Richards vision is not only sustainable, meaningful and powerful but as she always says the quote by Margret Mead â&#x20AC;&#x153; it only takes a few thoughtful 24 //

citizens to change the worldâ&#x20AC;? and my this very true. So here is to the legacy of the inclusive practice unit and many more years to come and cheers to everlasting magic!!! Bibliography: 1 Shadesofnoir.org.uk. Phase 1. [online] Available at: http://shadesofnoir.org.uk/ phase-1/ [Accessed 31 Jan. 2020]. 2 Shadesofnoir.org.uk. (no title). [online] Available at: https://shadesofnoir.org.uk/ [Accessed 31 Jan. 2020].

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What you need to consider before you apply: As the teaching within programme leader I feel it is important to understand that this intervention is a work in progress. While I hope that the wins will outweigh the losses this process requires a significant commitment. It is important to understand that one of the requirements of the course is that you are willing to place social justice pedagogy at the heart of your teaching practice. Thus this programme requires honesty, bravery, effort and dedication from all participants. We are invested in your ambitions to make a difference and we hope that in turn you will invest in Shades of Noir. Salute! Montana Williamson, Teaching Within Programme Leader.

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IN CONVERSATION WITH DEMELZA WOODBRIDGE.

SHADES OF NOIR.

Shades of Noir would like to thank Demelza Woodbridge for taking the time to speak with us. What course did you study at UAL and what is your practice? I studied a couple of courses at UAL. I did my BA in Graphic Design at Camberwell and I graduated in 2001. I then had a really long gap from education. I came back in 2016 and did a graduate diploma in Fine Art at Chelsea. I consider myself a visual artist and I work in performance and sound installation. I also consider teaching a part of my practice. 26 //

What inspired the pieces submitted for the Tell Us About It and why did you want to take part in it? The piece that I submitted to Tell Us About It was inspired by my time at UAL. I wanted to take part because I wanted other students like me to have more successful time and to benefit from my experience and hopefully, my experience would help them learn at UAL. I think it is really important for other students of colour to realise that they are not the only ones, as I felt really isolated in my time at UAL. I am hoping that other students know about the Tell Us About It archives as it is important because

once you know that other people are having the same experience as you, you don’t feel so lonely and it makes it a little bit easier. How has your practice developed since you graduated? When I graduated from Chelsea, I went on to do an MA at Temporary Art Practice at the RCA, specialising in performance pathway. Doing my MA gave me an opportunity to really explore my performance practice. For the first time ever, I was actually able to work with professors and tutors that also had a performance practice, which was great. So now I’ve kind of not come back full circle, but I’m in a position now where I’m looking to explore other areas of my practice. How has UAL contributed to your professional journey? At UAL getting my final quantification, having had a brilliant course leader named Katrine Hjelde, she was really supportive of me and gave me some great advice because I was finding it really hard during my time at Chelsea. I found it really hard connecting with the cohort, which is a really important part of learning I believe. Especially within Fine Art, connecting with the people that you’re learning with, that is where you are going to learn from more so than the tutors, I believe. So, she gave me some really valuable advice about connecting with different cohorts within UAL, saying that if the cohort I had wasn’t helpful or I wasn’t able to connect with them, that I should try and find my cohort, which is exactly what I did. She also told me to follow what I was interested in. She empowered me to find my own learning and find my own resources, and to find areas that I was interested in rather than doing what I was told or doing what I was asked. She helped me to understand that education is not so much about being told what to do but it is about you finding your own education, your own learning. And this was really invaluable advice. Then following on from that I was asked to take part in Teaching Within due to being part of the Tell Us About It programme, and

that is developing my academic practice. As part of the programme, I am studying a PG Cert in Academic Practice in Art, Design and Communication. Finishing my MA and then going on this course – to be fast-tracked to becoming an academic – is an incredible opportunity that is facilitated through UAL by Aisha Richards from Shades of Noir. Being part of the SoN programme has given me confidence and empowered me to pursue my ambitions as a creative practitioner. What advice can you give to students currently studying at UAL, especially those from disadvantaged backgrounds? Don’t be intimidated. Realise that you have just as much right as everyone else to be there. Don’t be afraid to ask for help and assistance and keep asking for help and assistance even if you don’t get it the first time. As I mentioned before, I think education has become such a business so don’t fall into the role of being a consumer – find your own path, find your own education within the system and feed yourself; don’t be afraid. I found it really difficult being a student of colour; from dealing with micro-aggressions to having knowledge presented to you by people and from people that don’t look like you. To find strategies to get on, to not let that get in the way of your learning is really hard. To get by you have to kind of almost inhabit two bodies in some way. You have the ‘student body’ and then your ‘personal body’. Why should you be separated? Other students don’t have to separate themselves like that. If you have not got someone there, i.e. a tutor that is looking out for you, even a strong cohort or a little group of friends, then it can be really lonely and that really holds you back. So, I think it is really important to try and find your network and find your community and don’t hide away - be present.

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What has been your most memorable project so far? They are all memorable, but I would say the piece that I submitted to the Tell Us About it was really a breakthrough work for me in the fact that it brought together my musical and arts practices to create this work that spoke directly about my own experience. The work is called Big Invisible Fridge which is a metaphor for whiteness and as a response to my time as a student in UAL. I was very frustrated about how it felt that we’ve changed very little since I graduated in 2001. So, for me to kind of take that experience and translate and transform that it into song and present that as an artwork was a bold step for me within my practice. How do you keep yourself motivated? I am quite a motivated individual. I am always striving to reach a place, even though that place might be unreachable or impossible by other people’s methods and standards. It is my goals and my visions that keep me motivated. The times when I am feeling unmotivated, I reach to my community, my friends and the people around me. My mum is a big inspiration for me. She’s a woman of colour. She’s been working in the NHS for over 45 years. Just her stories and things that she had to deal with coming to the UK from the Caribbean, the nonsense and the injustice and all of what she has had to put up with, but yet, she managed her family, she’s managed to maintain her job. She’s managed to get to a certain position – she would have got higher had she not been in the body that she is in. But I hear, I remember her stories and see what she’s doing and I think, ‘wow, you know?’ Things have changed in that we experienced this oppression in a very different way than our parents did. It’s a lot more invisible. It is way more ingrained within the system. It is a lot more insidious. So, I think about my mum, and she really motivates me. I think about what my grandparents had to deal with. You got 28 //

to keep on, and also, I look to the future for that as well. I don’t have children myself, but that’s not really the point. It’s about embracing this idea of community and looking to the future, I heard Angela Davis speak at the Southbank about her own activism and people asked her a similar question about how she keeps doing what she’s doing and she talked about how things don’t happen instantly. We are so used to things happening instantly with access to most things that we think that change is the same and it is not. You have to think about your moves from a long-term perspective. What I am doing now might make a difference tomorrow, next week or even in five years time and maybe in 30 years time. Therefore, I think it is really important to just remember that change is gradual. Is there a message you are trying to convey in your creative expressions? My creative expression is changing. When I first started making work in a dedicated practice – about three years ago – my practice and my expression was very much a reaction to the system that I was part of. A lot of that was dealing with western supremacy, systems of knowledge and politics of space. As a performance artist, I am always thinking about the performativity of the body and how our bodies are always performing. Therefore, being in a female POC body, I’m always performing this kind of message. Often in my work, I was trying to highlight and draw attention to the kinds of landscapes that different bodies inhabit and give ‘form’ to power dynamics that we might experience in our day-to-day lives. I have always felt this kind of urgency in my work to talk about these other things that I have experienced because I feel that it’s important, not only to connect with other people that might be experiencing those things but in the wider sense to

create a space for people to reflect upon their own complicity within these power dynamics that are at play. So, I really saw my work as this tool to allow this access, but now am very much considering what does my work look like without that? How would my work develop without that? But it always comes back to being present, about me being present. Being a female POC, living in London in 2020 - just to be making art is a radical thing. So, no matter what I do, that is always the bottom line. It’s like, ‘I’m here’.

How do you reflect on your work? This is interesting because I have been thinking about this a lot lately. Doing the PG Cert where we are thinking about pedagogy, a lot of it seems about reflection and artistic practice is about reflection – that is how we learn, that is how we grow and how we move forward and develop our work. But I don’t think I have ever consciously reflected, it’s almost that I don’t even notice that I’m doing it. So, I’m trying to be conscious and capture those reflections and materialise them through writing or audio recordings. Through blogging them you process them, which is helpful for me. I also think talking to people, talking to my community of artists or friends is a really helpful way to stimulate reflective thought. Interview by Suprina Gurung.

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A BOLD AND BEAUTIFUL THING.

CAROLE MORRISON, TEACHING & LEARNING EXCHANGE, UAL, UK.

All ‘the greats’ talk about doing things differently. From Audre and bell, to Paulo and Stuart. They encourage us to use ‘new tools’, be radical, think differently. Shades of Noirs Teaching Within follows in this vein as ‘disruptor’, activist, changemaker and the programme challenges the institution on many fronts. Teaching Within taps the inner, experiential wealth and intellectual knowledge of diverse (meaning mostly black and brown) tutors and applies this knowledge by placing these tutors within existing 30 //

staff teams across the academy. At a time of extreme binaries in global politics and major shifts in student demographics, the programme focus is on building a diverse and resilient, teaching community, developing more inclusive pedagogies and delivering robust, relevant and representative curricula - from within. It is an intelligent approach. Diversifying perspectives and including more ways of knowing. And this programme serves the changing demographic and also benefits the wider student body.

In thinking about the particular experience of Teaching Within one, singular word springs to mind.

forced to take a long hard look in the mirror, pause and imagine better and then do the hard work - alongside existing staffing teams to make this a reality.

Solidarity.

Making it happen is just beginning. Making it last is ongoing.

This is a political (and some might say, old fashioned) word. It is full of power and action and I like the ‘solid’, sound, part of that word, the firm, foundational weight of the word. It is called ‘a movement’ and it is a privilege to be part of this movement, part of the first wave. For me, being a part of the ‘membership’ is to occupy a reflexive, grounding and nurturing space, a place to not only learn new things but to reflect and examine memory and lived experience within theoretical frameworks, amongst colleagues and allies and bring this to the table. On both a personal and professional level, Teaching Within continues (long after the end of my particular wave or phase of the programme) to be an invaluable support network of diverse fabulous folk who are there when everyday discriminations are just too much. And sometimes it is like being around a kitchen table with friends. At other times, it is more like a family Christmas dinner where everything goes wrong and everyone is challenged, forced to look in the mirror and take a deep breath… And on an institutional level that is what Teaching Within is about. It is a reflexive space to be tested, to be

No doubt. This is tough stuff. There is indifference. There is intransigence. Resistance. There is the ever-present conflation of equity and equality, the ‘opportunity hoarding’ and entitled access to every single initiative… The gorging when there is no experience of hunger. Making it last will be ongoing, iterative and reflexive and Teaching Within is the proper foundation for the real work of institutional resilience. We don’t use the word ‘solidarity’ very much anymore. We should. Being part of ‘Teaching Within’ is a bold and beautiful thing. Carole Morrison, June 2019.

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ESSENTIAL INFORMATION.

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THE PROGRAMME.

Bursary:

All participants will have the following qualifications paid for as part of the programme bursary scheme. This includes a two day introduction to teaching entitled â&#x20AC;&#x2DC;Fact Not Fictionâ&#x20AC;&#x2122; (December 2020) and the PgCert in Academic Practice in Art, Design and Communication (Dates TBC, 2021).

Support:

UAL academics (current TW academics and GEMS academics) have put themselves forward to be shadowed by TW academics. Shades of Noir also provide a series of workshops and tutorials throughout the year to cover Inductions to UAL, Teaching Workshops and PgCert Support.

Teaching Experience:

Courses have been selected across University of the Arts London to host TW academics. The host course will negotiate space for 36 hours of paid teaching to take place between February and December 2021 with a minimum of 10 hours before the end of May 2021.

Structures:

The Shades of Noir team and its founder, GEMS, College Deans, Associate Deans, Course Leaders and TW communities are all within the structures to support the programme and the cohort.

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Mutual Benefit: This course was designed with anti-racism and social justice at the forefront. What we wish to highlight is that we want each individual to consider the mutual benefit of participating in the program and the privileges that come with each space they occupy. This program is unique in its approach and practices that the Shades of Noir Teaching Within team deliver. The purposeful network, the context of practice and pedagogical theory that each individual is encouraged to immerse themselves in within this programme is unique. The investment in each participant within the programme aims to be purposeful, challenging and impactful and for many, it is life-changing. Parts of the programme we have developed aim to create change and support conflicts which are inevitable. In creating proactive change of a sector, this space is unprecedented in its successful outcomes and there is no pathway or roadmap but we are there with you. The TW academics act as social advocates and take active parts in building on this story. The narratives of the community are unique and act as part of the evolution of the programme and help to pave the way for those after you! We aim to build on Shades of Noir anti-racism work, a legacy for our communities and the TW communities continues to contribute significantly. As part of the participation in this course, we require each TW academic to engage in the following â&#x20AC;˘ Submit to a minimum of two Terms of Reference Journals contributions, â&#x20AC;˘ To share their experiences both positive and negative to be utilised and anonymised as part of the Teaching Within, case studies which are used in training delivery by Shades of Noir, â&#x20AC;˘ Participate in the TW archival work where needed, in forms of video, interviews, and Q&A sessions. The Teaching Within programme is a proactive response that aims to bridge and address recruitment, attainment and progression of underrepresented non-white academics as well as white academics advocates who have illustrated active contributions to anti-racism. // 35

The individuals taking part have confirmed the programme benefits in their own words: Career progression:

“Having access to such a progressive, supportive environment has been such a privileged position to be a part of. I have worked in industry for over 10 years and this programme has transformed the way I go about applying myself to various environments beyond Higher education. This programme has given me the qualifications and training to excel within the HE environment as a diverse academic.” “Through participating in this fantastic intervention created by Aisha I have been able to propel myself into teaching and most importantly become a part of change to address the inequalities. This programme allows me to network with all active stakeholders at UAL including deans, programme leaders and course leaders. Having access to such a important network has allowed me to transform my career and given me a sense of confidence to become fearless in my approach.”

Training:

“Having the opportunity to participate in a variety of teaching methods has allowed me to understand and tailor the methods to the students. Through this engagement I have been able to analyse, critique and understand why we as academics teach the way we do. I have been able to adapt what I have learnt to benefit the diverse student cohort. Being able to bring my cultural capital into the teaching environment has definitely benefited the students.” “Thank you so much Montana, The additional training provided by the teaching within team has taught me to trust my intuition, my melanin and the wealth of Black and PoC Excellence I have access to. The exercises on practical implementation of the ToRs for teaching and exploring pedagogical methodology for the PGcert and for our personal development, meant a lot to me - it was like the dots all came together to produce several light bulb moments that filled me with electricity and excitement. Participating in the programme has had a huge impact on me and left me feeling incredibly empowered. Thank you for the support and for being so grounded, real and compassionate. You make me feel like I can achieve anything and I don’t often feel that way. Much appreciation always!!”

Networks:

“Imagine being on cross country running course with various gradients to tread and where you require both the physical and mental agility. You strive your way through it, because you’re not only running for yourself but for the people (in this case the students) that you believe in within your plight for social justice that comes along by bringing about change. When challenged, what keeps you going is your training coach (Aisha) and the fellow supporters that encourages and cheers you along the way. That is the strength of a community that consists of Shades of Noir, TW cohorts and GEMS members.” “The Teaching Within team offer the kind of support that you did not know you need until you need it. There are so many challenges along the journey of learning how to be an educator. Being an educator of colour is an added, layer that many before the programme would have had to figure out on their own. The support provided within the programme help you to grow in confidence and self-belief. This is invaluable to your future success as an academic.”

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Support:

“Being a part of this intervention has been life changing for me. For years I have worked here and I always wanted to get into teaching as I have a degree. The support and encouragement I have had from Aisha has been phenomenal. When I have felt down or discouraged she has always been there to tell me that “I can do it”. As for Montana she has taken my calls, explained things to me in detail and demystified the course demands to me. As a black practitioner I owe a lot to Shades of Noir for getting me to this point in my career.” “The fact that my words are in this publication is a testament to my journey on the PgCert through the wonderful opportunity provided by Aisha Richards. Being part of the TW and the GEMS community gave me that zest of confidence and installed a sense of belonging.” “Teaching Within has allowed me to become part of a like-minded community of people interested in the same issues as me. We look out for each other and support each in ways that you wouldn’t normally expect on a course of study. Working through challenges, talking through issues allows you to grown together in strength and pride. I’ve made many new connectionships that I truly value!” “When things were challenging I had the support of Aisha and Shades of Noir team. Their encouragement and role modelling of what it means for social justice education is something that I will always take with me to pass on and provide the same support to the students.” “I am UAL alumni, an artist and work in administration so when I saw that I could train to be a teacher I jumped at the chance as I think that teaching is much more in line with my arts practice than admin. I enjoy working with the students and I have found that I am able to introduce new diverse resources to the course that I am working on. I know that the students appreciate this because they have told me.”

Cultural value:

“Teaching Within offered me a framework for common ground. A fascinating opportunity to spark conversations around the complexity of identities and how they can nurture unbalanced cultural economies. It reminded me of the importance of social contribution and commitment towards principles of equality and justice, in a world increasingly less interested in empathy and common truths.” “When I started teaching within I was really nervous as I had so many things that I felt that I was doing. I was really worried as I had not been in education for some time only industry. I did the inclusive practice unit and I surprised myself! Soon I was reading books by Black scholars and blogging and it just opened up a whole world for me. I love being part of this community because it gives me so much support. Aisha and her team have been very generous with their time and I really feel that I would like to pursue employment in teaching but more than that I feel that I now have all the skills I need to do that.”

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THE PROGRAMME. THE SIX ELEMENTS OF TEACHING WITHIN. GEMS SHADOWING

FACT NOT FICTION

COURSE SHADOWING

The Group for the Equality of Minority Staff (GEMS) Academics have offered to be observed and shadowed for 1 to 2 hours by new participants on the TW programme.

This is a pre teaching course that all TW participants will take part in. It is a two-day course and is a great first step in reflecting on your teaching practice. This runs over two days in December 2020.

You will have up to 4 hours to shadow academics teaching on the course you will be allocated to teach on as part of the programme.

KEY DATES:

This will happen during October and will be organised on an individual basis through the TW team.

2020:

This will happen during November and will be organised on an individual basis with your placement course.

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FnF - Dec 2 & 3

WORKSHOPS & DIGITAL LEARNING Shades of Noir also provide a series of workshops and tutorials throughout the year to cover Inductions to UAL, Teaching Workshops and PgCert Support. KEY DATES: 2020: Induction - Sep 24 2021: Digital Module 1 - January Workshop 1 - Feb 11 Workshop 2 - March 11 Tutorials - April 27 & 29 Digital Module 2 - January Digital Module 3 - January Workshop 3 - Sept 16 Tutorials - Oct 26 & 28

TEACHING All TW participants are expected to teach at the University of the Arts London on allocated courses that have signed up to the programme. The teaching allocated within this programme is 36 hours per course on an Associate Lecturer contract. This means that all participants have the flexibility to be part of the entire process on a course, including assessment.

KEY DATES: This will happen between Jan - Dec 2021 and will be organised on an individual basis with your placement course.

PG CERT The postgraduate certificate in Academic Practice is a year long course, which offers training in developing understanding and the application of theory and practice for academics working in arts higher education.

KEY DATES: 2021: During the revalidation of the course, at this time we can not give any specific dates but anticipate that the PgCert may run from January 2021 to January 2022.

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40 //

July Aug Sept Oct

2021

Nov

Minimum 18 Hours Teaching. Dec

April

Minimum of 8 Hours Teaching.

2021

Jan

Program ends

May

Digital Modules

March

Digital Modules

2020

Tutorials

Feb

Holiday Break

TW Workshop 2

Jan

TW Workshop 1

Dec

Digital Modules

Fact Not Fiction Course

Nov

Tutorials

Oct

GEMS Shadowing

Course Introductions

Sep

TW Workshop 3

Holiday Break

Induction Workshop

PROGRAMME TIMETABLE.

2021 June

Minimum 18 Hours Teaching.

Please note that at the time of publication the PgCert is under a review process which means that Teaching Within’s tutorial and workshop dates are subject to change in order to best support your study. We have published the information we have to the best of our ability. UAL Term Dates 2020-21 Autumn term 2020/21 Higher Education: Monday 19 October 2020 – Friday 18 December 2020 (9 weeks) Spring term 2020/21 Higher Education: Monday 11 January 2021 – Friday 26 March 2021 (11 weeks) Summer term 2020/21 Higher Education: Monday 12 April 2021 – Friday 18 June 2021 (10 weeks)

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GEMS.

GROUP FOR THE EQUALITY OF MINORITY STAFF.

Our Mission: To collate the Voice and Perspective of Black Asian and Minority Ethnic (BAME) staff for Strategic Progress of all UAL Staff and Students. Our Vision: The [be the] voice of BAME staff, to impact the development in all corners of UAL with equality at its heart. Terms of Reference 2014: The group will endeavour to promote the personal development of BAME staff by contributing to the discussions, and monitoring the progress of the University’s published objectives, including UAL’s Equality & Diversity Framework 2010-2015. To support the University in meeting its legal obligations under The Equality Act 2010, in particular its duties in relation to employment training, consultation and monitoring. GEMS will: • Develop and implement programmes for development and progression. • Highlight issues of concern from the BAME staff perspective in order to assist in improving organisational practices, policies and procedures within the University. • Support the development of existing and proposed policies, practices and procedures and their impact upon BAME staff and communities. • Review, advise and support implementation of UAL policies, practices and service delivery; in particular the University’s Public Sector Equality Duty Objectives and UAL’s Strategy 2010-15. • Create avenues and guidance for BAME staff in relation to work related issues. • Raise issues affecting the personal and professional development of BAME staff within the university. • Steer the collation of data to evaluate and monitor the development and progress above. GEMS is Chaired by Annabel Crowley (a.crowley@arts.ac.uk) & Melodie Holliday (melodie@shadesofnoir.org.uk)

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“

Being observed by the Teaching Within participants this year felt empowering. I felt privileged to act as a model for a new generation of educators. I was observed teaching in various teaching events: one to one tutorials, a group seminar and a studio group crit. It made me realise how diverse my teaching practice is as it’s easy to forget sometimes! The feedback from the Teaching Within participants was generous and inspiring. GEMS & UAL Academic

“

GEMS academics are out there doing the MOST. There is such a wealth of experience, skill, dynamism and talent and getting to witness first-hand through shadowing on TW was such a boost. GEMS & UAL Academic

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FACT NOT FICTION (FNF).

Fact not Fiction is a new course designed by the Shades of Noir team that builds on the Teaching and Learning Exchanges introduction to teaching in Higher Education course Thinking Teaching. The aim of this course is to support the participants in engaging in facts supported by theory and or experiences including those of our Teaching Within community. Our objective is to contextualise educational experiences and demystify the process by which practitioners can gain entry into the profession. This compulsory two day training workshop is designed to support previously marginalised creative professionals and or social justice advocates who wish to pursue a career in teaching. As such it will situate participants’ teaching as a purposeful context of practice and pedagogic theory, which aligns with the Teaching Within programme aims. The course will offer a blend of theoretical input and practical activity supported by case study reviews. You will: • Reflect on your own experiences of being a learner and navigating educational environments • Gain an understanding of key pedagogic ideas around social justice and anti racism • Develop essential anti racism and critical techniques in reflection • Advance relationships with your peers, TW graduates and the Shades of Noir team • Explore relevant techniques for designing social justice teaching sessions • Consider student centred teaching • Explore potential barriers to learning This course is a great way to begin your academic journey in preparation for post graduate certificate in academic practice and entering the teaching practice as a Teaching Within participant. This year’s workshop will take place on 2 & 3 December 2020.

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“

To put it bluntly, having a PgCert in Academic Practice is invaluable in terms of job hunting in the HE sector. It’s more and more becoming a requirement to gain university teaching positions. We hope to offer more than just a notch on people’s CV’s though! Through establishing a strong community of academic practitioners with a range of disciplinary expertise and life experiences, we aspire to develop a supportive community of practice which pushes us all out of habitual teaching and learning modes into more reflective and developmental ways of being and knowing. A space where UAL can get to know itself a little better, and look to emerging theory and practice to help us design and deliver the next wave of inclusive creative arts higher education. (UAL Course Leader 2019)

“

As a multidisciplinary subject area, we (staff and students) really value the range of experiences that Teaching Within students come to our course with. We look forward to meeting and working with the TW academic every year and hope to build relationships that last beyond the time-frame of their course. (UAL Course Leader 2019)

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WORKSHOPS & DIGITAL LEARNING.

Throughout Teaching Within, the Shades of Noir team delivers a series of workshops and digital modules which are an essential part of the programme. The aim of these workshops and modules are to support the academics in both their PgCert studies and their professional practice. These sessions will serve as an introduction to the institution, a way to understand digital learning environments and to offer further pedagogical resources for a teaching and learning environment. The delivery will offer a blend of theoretical input and practical activity in a combination of physical and virtual learning spaces. Shades of Noir also deliver tutorial sessions to directly support the practical elements of the pgcert. These 1-2-1 sessions offer an opportunity for academics to discuss their research, statements and artefact development. Key dates: Digital Module 1 - January Workshop 1 - Feb 11 Workshop 2 - March 11 Tutorials - April 27 & 29 Digital Module 2 - January Digital Module 3 - January Workshop 3 - Sept 16 Tutorials - Oct 26 & 28

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Virtual Learning Netiquette. Shades of Noir aims to create; as safer space as possible for those who are participating in virtual learning spaces. As such we have created this document to safeguard the participants and to protect the privacy of those parties who are involved who may experience a degree of personal overlap in their professional lives. We have produced a list of key netiquettes to consider as part of the virtual learning environment. • We encourage participants to turn off microphones and cameras as and when appropriate. You do not need permission to do this. This is important as we appreciate that you may need to leave and or mute the session whilst the session is taking place for all sorts of reasons. • We expect that some participants may have parental/carer responsibilities, family commitments while trying to engage in sessions and may need to drop in and out of the session. This is fine, however, please ensure that you mute your microphone and turn off your camera to support privacy for all parties. • If you need to leave the session to use the bathroom, there is no need to let anyone know. Please turn off your camera and mute your microphone should you find yourself in this situation. • All virtual sessions are dialogic spaces, supported by pre tasks and post tasks. As such our virtual face to face sessions are shorter than traditional face to face sessions. • We do not tolerate any form of discrimination in the virtual face to face sessions. If this takes place we will ask the perpetrator to leave the space. • We schedule longer comfort breaks in between the delivery of virtual sessions to allow participants time to process information and to reduce the impact of lengthy screen times. • What is discussed and or shared within a session we treat as private and confidential. As such we expect all participants to adhere to our policy of not audio or audio-visually recording the sessions. A member of our team will provide notes post-session for all participants • Please do not record the session as doing so could breach the privacy of vulnerable people and or children under the age of 18. • We expect all participants to treat the virtual space as a professional environment. Through their participation, each participant is agreeing to the terms and conditions of this document. • We encourage participants not to talk over one another, interrupt or shout in order to allow others to participate safely. If disruptive behaviour continues repeatedly then the facilitator will ask the perpetrator to leave the space and reserves the right to put the appropriate microphone on. • We recognise that in our current climate there may be participants who are suffering from bereavement, illness and loss. We ask those that may wish to speak with one of the facilitators, to do this privately before or after the session. • We treat the virtual space with respect and compassion for all participants. We display trigger warnings at the beginning of all sessions as well as outline the aims of each session. If any of the discussions or content trigger a participant, please feel free to leave and rejoin the space if / when you are ready to do so. A discussion with the facilitators during the break or after the session may be required. // 47

ELIGIBILITY.

Shades of Noir (SoN) Graduates & Journal Contributors: Shades of Noir Graduates consist of academics of colour and non academics of colour who have all successfully completed an extensive programme that develops their understanding of social justice and anti racism work. All SoN graduates work closely with Aisha Richards on a specialist training programme developing educational interventions to influence cultural change within creative arts education as well as within the creative industries. All graduates have a proven commitment to social justice and anti racism work. Our Journals have contributions from creatives and academic practitioners from all over the world and have brought together voices to discuss a wide range of intersectional conversations. We recognise through these contributions that there are many creatives who are interested in teaching but have not yet had that opportunity to do so and also recognise the investment in Shades of Noir’s work. Tell Us About It: ‘Tell Us About It’ was created by Terry Finnigan in 2009 and continues to be archived at the Stanley Kubrick Archive at LCC, as it continues to grow. This programme of work embraces, affirms and presents high-achieving UAL students of colour voices through the creation of artefacts, where they reflect on their learning across their degrees. These artefacts are shared with new staff and new students so they become aware of the importance of difference within the student body and how it can enhance the learning experience. Group for the Equality of Minority Staff (GEMS): GEMS is the longest standing and largest UAL staff group. The growth, engagement and prominence of the GEMS community contributes to the changes in the UAL culture with regards to diversity, inclusion and equality. Many nonteaching staff are alumni of UAL and/or practicing creatives. Open Call: As Teaching Within enters its fifth cohort the programme has supported over 70 academics in completing their PgCert, teaching hours and a large number of follow up positions across the Higher Education sector. The programme has evolved tenfold since its first iteration in 2016, and as such we are now in a position to open up our eligibility criteria and offer this opportunity to the wider creative community. 48 //

In addition to being part of one of these 4 communities, to apply for the scheme, the applicant needs to: • Have been awarded a BA or and MA in art, design, communication or related subjects. • Have graduated or have experience in industry and be a graduate for more than 2 years ago. • Have worked more than 2 years at UAL in a non teaching role (GEMS only). • Have no teaching qualification. • Not be in full time education currently or during the programme duration. • Not currently be in a teaching role and not have had a permanent teaching post. • Never been part of this programme (Teaching Within) previously. • Has the right to work in the U.K. Teaching Within provides this university with an opportunity to progress the recruitment and added value of marginalized communities of practitioners and to transform the institutional paradigm in a variety of wide-reaching ways. Please note that following a successful application, our team will be in touch in order to organise an interview.

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APPLICATION PROCESS.

In order to apply for the Teaching Within programme you will need to complete the online application which can be found at: www.shadesofnoir.org.uk/education/tw-2020/ Or scan below. Please note that you have to be part of an eligible community to apply to Teaching Within. Information on this can be found on the previous page. The application includes supplying the following: • Photo: Please submit send a professional head-shot. Images should be 330dpi and at least 2000px wide. • CV: This should be submitted in a pdf format. • Biography: This should be written in third person and reflect upon your creative practice and your ambitions to become a teacher. (500 word max). • Pre task: Information can be found on the right hand page. Submissions should be no larger than 100mb. The deadline submission date is 26 June 2020. The selection panel will make decisions and inform the applicants of the next stages the week beginning 29 June 2020. Interview dates will be released nearer to the time. Once the selection process has taken place and if you are successful on this occasion there is one more application that will be provided as part of the confirmation. This will be presented on confirmation on to the programme.

SCAN ME TO APPLY 50 //

Pre Task Information: To gain an insight into who you are as a person, we have designed two short tasks which ask you to research what Shades of Noir does and give a critique/response of your findings. Task 1: Shades of Noir has four digital platforms; www.shadesofnoir.org.uk www.shadesofnoir.org.uk/education www.shadesofnoir.org.uk/artefacts www.shadesofnoir.org.uk/creatives They are all well used and have a heavy amount of resources available for academics within Art and Design Higher Education. We would like you to have a look at one of these sites and create a personal response to the resources, blogs, and information available. This may cover the whole site or just reflect on one section - it is up to you! We welcome analysis, honesty and critique. This response can be written (300 words) or filmed/vlogging/audio (2-3 mins). As part of this we would like you to consider one thing you might add to one of these sites and why? Task 2: Shades of Noir publishes Terms of Reference Journals (ToRs) on a regular basis. These journals include content from a large number of the team and external contributors. Please have a look at our upcoming â&#x20AC;&#x2DC;Wilful Ignorance: An Apologists Historyâ&#x20AC;&#x2122; and create a short written, audio, visual or filmed piece (either 300 words or 2-3 mins.) in response to the blurb. We are an intersectional platform and love to hear all voices, please write this piece in any language you are most comfortable writing in. Please submit your responses through this form. Please title your submission as follows: PRETASK _ FULL NAME.

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Terms of application: Introduction This Admissions Policy (this “Policy”) provides the basis for admissions practice for Shades of Noir (SoN). SoN offers the Teaching Within programme and is committed to making lecturing at HE level, an achievable option for a wider range of people and seeks to recruit students from diverse socioeconomic, cultural and educational backgrounds. In order to support this commitment SoN is dedicated to the production and use of appropriate policies and procedures of which this Policy is a key component. This Policy is intended to inform the actions of staff when carrying out the admissions functions of the University ensuring that fairness and consistency are embedded within the admissions process. It is also intended to inform prospective students, applicants/agents of the details of the admissions process to help them through the process and also manage their expectations of the programme. Enrolment Selection and initial decision All applications will be considered on an individual basis against the selection criteria published in the prospectus: in most cases, this will involve an interview, submission review, or a combination of these. In a small number of cases selection of applicants is made on the basis of references, portfolios or tests, without the need for an interview. Selection processes will vary between cohorts and are at the discretion of Shades of Noir. Once the selection process has been concluded an offer or an unsuccessful decision will be made. Accepting an Offer If the applicant wishes to accept the offer of a place to study with us and has considered the terms and conditions of becoming a student this must be done by the required deadline which will have been notified to the applicant as part of the offer. A contract will only come into force when the Applicant has accepted the SoN’s offer. By accepting our offer of admission, applicants are accepting the SoNs decision in relation to their course placement, timetable and additional commitments. This decision is made on the basis of the available information or evidence that you provided at the time. Once students have enrolled with SoN, decisions on the above can only be changed in respect of subsequent academic years in certain specific and exceptional circumstances, all at the discretion of Shades of Noir. Withdrawal of an offer or termination of enrolment The offer of a place within the Teaching Within Programme is made on the basis that actions or statements by or on behalf of an applicant for entry are honest and accurate. The discovery of false information on the application form or in supporting information such as supporting statements or portfolios, any actions or omissions may lead to the offer of a place being withdrawn, or in the case of enrolled students to their enrolment being terminated (subject to the enrolment terms and conditions).

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Applicants should not omit any requested or relevant information, make any misrepresentation (for example, through plagiarism) or give false or misleading information at any point of the application process including after an offer is made. Shades of Noir shall have the right to investigate any allegation of misconduct by an applicant or student and may take disciplinary or other appropriate action where it decides that an act of misconduct has been committed. An offer may also be withdrawn if it is no longer possible to accept the student owing to changes in government regulations, such as amendments to the immigration rules. Shades of Noir may also withdraw the applicant’s offer if the applicant does not provide confirmation of their results within the specified time period. Privacy: Non disclosure All successful applicants will be obliged to adhere to a non disclosure agreement, in relation to the programme content and function. Shades of Noir intends to disclose information to the academics for the purpose of working with Shades of Noir and Teaching Within. The Recipient undertakes not to use the Confidential Information for any purpose except for Teaching Within, without first obtaining the written agreement of Shades of Noir. The Recipient also undertakes to keep the Confidential Information secure and not to disclose it to any third party except to its employees and professional advisers who need to know the same for the Purpose, who know they owe a duty of confidence to the Disclosure and who are bound by obligations equivalent to those outlined above. Data protection Data protection legislation places a responsibility on the University to control the processing of personal data, including sensitive personal data and applicants’/students’ personal data. We will use the applicant’s/student’s personal data in accordance with our privacy policy and we will not enter into discussions with anyone about an application other than the applicant, unless the applicant has given the Shades of Noir written permission to discuss the application with a named person. Further information on data protection can also be found on the Information Commissioner’s website https://ico.org.uk.

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FAQS FOR APPLICANTS.

Key Acronyms TW - Teaching Within SoN - Shades of Noir PgCert - Post Graduate Certification How long is the Teaching Within programme? The course starts in January 2021 and finishes in December 2021. After the selection process is completed the successful candidates will be given compulsory dates which take place in December 2021. During this time candidates will attend the compulsory course Fact not Fiction. We have provided other important dates which we hope, will assist you in planning and scheduling your time efficiently. We appreciate that many academics will also have other areas of interests that may also need to be scheduled into their diaries. If I do not like my course, can I change? At TW we have selected your chosen courses intentionally. We make choices based on a variety of factors. Having gone through the process we are proud to say that the programme is now in its fourth year. It is our philosophy and observation that at SoN, some of the best working relationships involve academics being challenged beyond their own specialism. How do I get paid for my allocated teaching hours? You are paid via Shades of Noir TW team. You do not have to go to your chosen course and ask them to submit contracts. The budget is provided by Shades of Noir for TW. You will be paid for 36 hours for the programme. What process do I take to log my completed allocated teaching hours? Firstly you will log your completed hours on the timesheet which is provided by the TW team once they are completed. The TW team will provide you with a cut off date for each month where you are able to submit and if this is processed before the cut off the date you will be paid the following month. If not you will be paid the following month after the deadline. We cannot guarantee payment if you submit after the cut off date. 54 //

What if I want to continue my teaching once I have finished my allocated TW hours? Anything beyond your allocated 36 hours will not be paid by Shades of Noir. This is something which will have to be organised by the course you have been placed on and if they are interested in working with you will have to employ you using their allocated budgets and process of contracts. What happens if I select an elective unit which I no longer want to complete, can I change? If you have selected a self-selected unit which you are no longer happy with please contact Montana as soon as possible and the relevant information will be shared with you. We recommend that you select the highest self-selected unit â&#x20AC;&#x2DC;Inclusive Practice Unitâ&#x20AC;? which was designed by Aisha Richards and is very relevant to the work that the TW programme champions. More info can be found on the Terms of Reference Publication which celebrates the successes of the unit here. Who do I contact if I am having any difficulties? Your line manager for the programme is Montana (Montana@shadesofnoir.org.uk) who is the lead of TW. It is best you go through her and she will then refer you to the relevant parties if needed. What happens if there is unprofessional conduct on my course? If there is any breach of any kind Montana should be notified as soon as possible and a meeting or phone call will be organised. Depending on the circumstances, the necessary steps will be taken. We have a strict protocol and we do not tolerate any unprofessional practices this is applicable to all academics and course teams involved in the programme. What happens if I am unable to attend a compulsory teaching day I have organised with my allocated course? As part of this prospectus, we have provided the key dates and if you secure a place on the programme you will be informed via the relevant platforms of any more important dates. If for any reason you are unable to not attend do let us know at the earliest convenience by contacting Montana (Montana@ // 55

shadesofnoir.org.uk). We take into consideration that some circumstances are beyond anyoneâ&#x20AC;&#x2122;s control and because of this we make an exception in those cases. A maximum of two occasions of being unable to attend can be used after this it may lead to termination of your place on the programme. What is meant by shadowing? This is the process which we advise each of the academics to engage in at the early stages of the programme. This is an excellent opportunity to go in and observe your course leader and other academics whilst they teach in a variety of ways this could include the process of assessment and feedback, one to one teaching, team teaching or seminar teaching. We really encourage all TW academics to do up to 4 hours maximum as this process is not included in the 36 paid teaching hours. What if I want to complete more shadowing than the recommended 2 to 4 hours? We do not advise any TW academic to engage in more than the advised hours if you do so be aware that this may cause conflict when it is time to engage in the paid 36 hours. What types of teaching should the TW academic be engaging in as part of the programme? We advise that all the academics get the opportunity to engage in some form of assessment and feedback as well one to one tutorials, team teaching or seminar teaching. What if I want you to defer at any stage of joining the programme? This is not possible, this is a one-time opportunity and the funding offered by Shades of Noir cannot be carried over to the following year. So we advise you to really consider your commitment for the year ahead before applying. Who do I contact about anything to do with my teaching and learning unit? We advise you again to contact Montana before proceeding to contact the teaching and learning unit. You are managed under the Teaching Within programme, therefore, all queries, concerns and questions should first go through our protocol and then if necessary be referred on. What sorts of subjects or areas have the previous Teaching Within community covered in their Self Initiated Projects? The previous years have covered a variety of topics, but what we must highlight is that the PgCert is an accredited teaching qualification and therefore the project you decide to research should be tailored to a teaching environment. This is a teaching qualification and you are supported throughout so you shouldnâ&#x20AC;&#x2122;t worry.

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What if I think that I am neurodiverse, what steps do I take to have the screening? Once the academics are selected they are advised to contact student services here and organise to have the relevant tests. This cannot be done before you have been formally offered a space on the programme. It can only be carried out once you are confirmed on the HPL system as a staff/student member. We advise you to commence this process in January as usually there is a real demand for this test and you can wait some time What roles do Montana and Angie do for TW? Montana is the lead of the TW programme and deals with organising the initial first interactions between the programme leaders, course leaders academics and TW academics as well as any pastoral responsibility questions and concerns. Angie deals with the logistical aspects of the programme which include payments and contracts. Angie should not be contacted for anything else. Please also appreciate that Montana and Angie also manage other jobs beyond TW, as part of their roles at Shades of Noir. We will do our best to facilitate and get back to you as soon as we can please bare with us. How do I teach a course I have no expertise within? We work with the approach that each academic comes with their own expertise within their chosen fields and therefore they have transferable skills which will add value and can be adapted to various subjects. We have also over the last four cohorts found that the best working relationship has been shaped through this approach with nearly 60% of the TW academics securing jobs beyond the programme in areas that were not their chosen expertise. As part of the programme, the TW team have designed workshops which will also provide the relevant information and extensive training needed to do well in the teaching environment. How can I prepare myself at this stage to get used to the process of teaching styles? We appreciate the idea may be daunting and something which you may feel worried or anxious about however through the programme you will engage in a variety of workshops, tutorials and interactions which are designed by the TW team to provide the scaffolding needed to make sure you succeed and become confident and competent academics. More useful resources can be found on the Shades Website (shadesofnoir.org.uk) which can help you to consider your teaching methods. What is the Non-Disclosure Agreement? A non-disclosure agreement is a document also known as a confidentiality agreement, confidential disclosure agreement, this is an agreement which is used to protect the property of the company. All successful applicants will be obliged to adhere to a non-disclosure agreement, in relation to the programme content and function. Shades of Noir intends to disclose information to the academics for the purpose of working with Shades of Noir and Teaching Within.

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What does it mean for me? This means anything which you are exposed to as part of the programme is the property of Shades of Noir and therefore cannot be shared or used beyond the programme with any parties or for personal use. The Recipient undertakes not to use the Confidential Information for any purpose except for Teaching Within, without first obtaining the written agreement of Shades of Noir. The Recipient also undertakes to keep the Confidential Information secure and not to disclose it to any third party except to its employees and professional advisers who need to know the same for the Purpose, who know they owe a duty of confidence to the Disclosure and who are bound by obligations equivalent to those outlined above. If this agreement is breached disciplinary actions can be taken against you and may lead to prosecution action. Can I share the resources with anyone beyond the programme? No, you cannot what each of you as TW academics are provided with has been designed to aid the Teaching Within Community and programme. We do not want this to be shared with anyone beyond the programme as this will be a breach of the non-disclosure agreement. This is the property of Shades of Noir. This has been designed to benefit and provide scaffolding for the community. The Teaching Within team has worked extensively on the resources and this should not be shared with anyone under any circumstances. What happens in a virtual session? Shades of Noir made the important decision to move to a virtual space in response to the Covid pandemic earlier this year. This means that for the moment our workshops and teaching is currently being taught on virtual platforms. All workshops and teaching will require access to a computer/ laptop and a platform such as Google meets and Microsoft teams where the lessons will take place. At Shades we take into consideration that this way of working needs to be safe and therefore we have our Shades of Noir Netiquette which outlines the procedure for engagement within this learning environment as well as how we as a brand mitigate any problems. This can be found on page â&#x20AC;Ś. of this prospectus. In the sessions, different methods of teaching will take place. This can include one to one teaching, co-teaching, conference-style teaching or a dialogic space forum. As part of the programme, you will be shown how to use the virtual platform and it is likely that you will conduct this style of teaching as part of the programme. 58 //

FAQS FOR COURSE LEADERS.

What if the TW academic does not turn up to teaching session? The TW team believe that this is a collaborative working environment. We work with a professional ethos and communicate to our TW academics that if they for any reason are unable to attend the planned teaching session as part of their course that you are made aware well in advance in order to allow time for your course team to provide cover. We advise our TW academics to work collaboratively with your courses to pencil in dates and time which work best for both the course and the TW availability. If for any reason the TW does not turn up and provides no notice due to reasons beyond their control the course leader can contact Montana. Hosting the TW academic, do we pay them from course budgets? No, we at Shades of Noir pay for the TW academic to engage in 36 paid hours of teaching which is fully funded by Shades of Noir. The course teams do not have to do anything. The Teaching Within team will have advised the TW academics about the relevant steps to take to log their completed hours with the TW team. This is all processed and managed by the TW team. However, anything beyond the 36 hours of paid teaching must be paid from the course teams budgets. What expectations as a Course leader and my team are there? The Teaching Within team will organise introductory meetings with your allocated TW academic alongside Montana who is the lead of TW, Angie who deals with the logistics of the TW and usually your programme leader will attend. This is an opportunity to meet and greet one another and find out the expectations of the programme as well as an opportunity to answer any questions. We see this as a mutually professional and beneficial environment which needs an ongoing commitment from all staff in welcoming the TW academic and offering a space which allows the TW academic to learn and also provide teaching as part of your team. The expectations are we expect professionalism, commitment and openness from all parties involved. We see that by hosting the TW academic programme this will provide your team with a skilled individual equipped to aid the workload with a shared sense of commitment. The TW academics should be treated like another academic member of staff and no different.

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How do we introduce the TW academic to other staff and students? The TW academics are paid as Associate Lecturers and we encourage that the academics are introduced as Associate Lectures and nothing else. In the past, there has been some confusion as to how to introduce them but they are paid as AL and there is no need to introduce them to students as being on the Teaching Within programme unless the TW academic specifically asks you to do so. What types of teaching do the TW academics need to engage in? We advise that TW academics engage in all styles of teaching including one to one, co-teaching, crits, team teaching and most importantly marking as part of the assessment and feedback process. The TW academics are paid as Associate Lecturers and therefore are expected to engage in this process. Are the TW academic paid for the process of shadowing? No, the TW academics are not paid for the process of shadowing and therefore we advise they come in and shadow alongside your team for up to a maximum of 4 hours. The 4 hours can include introductions to the rest of your course teams, introductions to students, observations of teaching students, observations of a crit setting. We feel a maximum of four hours is an adequate amount for the TW academic to observe as we also take into consideration they may also have other working commitments or responsibilities. Who do I contact if I am having any difficulties? If you are having any concerns with your TW academic as a first stage intervention we feel it would be great to speak with the TW Academic that you are hosting. If this is unsuccessful then you can contact Montana who is the line manager for the programme and the relevant steps can be taken. What else do the TW Academics engage in as part of the programme? As part of the Teaching Within Programme, the TW academics are also engaging in the Postgraduate Certification in Academic Practice qualification so they will be engaging in various units of study as part of this. They will also be engaging in the Teaching Within seminars which are organised by the team to facilitate their learning and this helps to provide the relevant scaffolding and tools to aid their teaching as Associate Lecturers. We must also highlight that they may have other working commitments and personal commitments and therefore advise planning and implementation at an earlier stage is best for all parties involved. How do the TW academics teach a course they have no expertise within? We work with the approach that each academic comes with their own expertise within their chosen fields and therefore they would have some transferable skills which will add value and can be adapted to various subjects. We have also over the last four cohorts found that the best working relationship has been shaped through this approach with nearly 60% of the TW academics securing jobs beyond the programme in areas that were not their chosen expertise. As part of the programme, Montana and Angie have designed at various stages workshops which 60 //

will also provide the scaffolding and extensive training needed to do well within those spaces. Each TW academic will be participating in the PGcert in Academic Practice at UAL. What if our course team wants to continue working with the TW academic beyond the programme? Anything beyond your allocated 36 hours will not be paid by Shades of Noir. This is something which will have to be organised by the course teams and they will have to employ the TW academic using their allocated budgets. The TW academic will be on the Hourly paid system so this will make it easier for you to process payments. What happens if there is an unprofessional code of conduct on my course? If there is any breach of the codes of conduct Montana should be notified and a meeting should be organised. The outcome will be dependant on the information that is received and will determine what if any are the necessary steps that will be taken. We have strict guidelines and do not tolerate any unprofessional practices. This is applicable to all academics involved in the course.

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THE POSTGRADUATE CERTIFICATE IN ACADEMIC PRACTICE.

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â&#x20AC;&#x153;

Joining the PgCert group was daunting on the first day when I encountered new colleagues who had already been teaching, as they all had practical references. It did not take very long to settle in nevertheless. The one element I have found rather challenging is the pace because I still have to work for the sake of income. GEMS & Teaching Within Academic

â&#x20AC;&#x153;

I LOVED my elective unit. It took me on an intellectual and emotional journey through what inclusive practice means. There were some challenges where my views bristled against some of my course mates (especially those not on TW) but I was amazed at how my TW colleagues and I really supported each other and had the space to really explore the themes of the unit. Teaching Within Academic

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Please note that at the time of publication the PgCert is under a review process which means that dates, content and structure are subject to change and availability. We have published the information we have to the best of our ability. The Postgraduate Certificate Academic Practice in Art, Design and Communication (PgCert) is a key qualification for those who teach or support learning in arts higher education. It’s aimed at a wide range of graduate staff with academic or academic-related roles and is open to both UAL and external applicants. The course takes a comprehensive view of academic practice by offering opportunities for you to develop as a researcher and an academic leader as well as a higher education teacher. The course also encourages you to explore your academic practice through a disciplinary lens, which means you will be given options to learn through practice-based as well as written and verbal means. What are the benefits of the PgCert Academic Practice? • Develop as a teacher in higher education. • Learn in a specialist arts university context. • Benefit from flexible and blended modes of learning. • Engage critically with policy, practice, research and scholarship linked to aspects of academic practice that matter to you. • Learn alongside like-minded professionals. • Progress onto the MA Academic Practice, building on the units you’ve already completed on the PgCert. Completing the PgCert will also enable you to attain professional recognition with the Higher Education Academy (HEA) as either Associate Fellow or Fellow, depending on the amount and type of teaching and learning support associated with your role.

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THE PGCERT ELEMENT. TEACHING WITHIN PROGRAMME. GEMS SHADOWING

FACT NOT FICTION

COURSE SHADOWING

TEACHING & LEARNING UNIT. (20)

SEMINARS & BLOGGING

OBSERVATION 1 TUTOR > YOU

OBSERVATION 2 PEER > YOU

OBSERVATION 3 YOU > PEER

STATEMENT 1

STATEMENT 2

STATEMENT 3

DESIGNING & PLANNING FOR LEARNING

TEACHING & SUPPORTING LEARNING

ASSESSMENT & FEEDBACK

MICRO TEACH

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WORKSHOPS & DIGITAL LEARNING

TEACHING

ELECTIVE UNIT. (20)

PG CERT

SELF INITIATED PROJECT (SIP). (20)

SEMINARS & BLOGGING

ARTEFACT DEVELOPMENT

SMALL SCALE RESEARCH RESEARCH PRESENTATION

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What does the course involve? The course has been designed for flexible study by practising professionals. You will study on a part-time basis over 12 or 15 months depending on the units that you choose. • You will learn through a blend of working with peers and working individually. You will also combine face-to-face interaction with online and work-based learning activity. • You will be encouraged to focus on developing one of 3 areas of academic practice - education, academic leadership or researcher development - depending on your job role, stage of career and career trajectory. All participants take 2 mandatory units and 1 elective unit. How much work is involved? Each 20 credits equals 200 notional learning hours. This includes between 15 and 30 hours of taught time per unit, alongside independent, collaborative or work-based study. We require you to complete the PgCert (60 credits) within one year unless you are a GEMS member who has the option of a 2 year programme. Teaching Within’s Advice: The advice from previous Teaching Within academics with regards to the PgCert include: • Only do this programme if you are hoping to be a teacher and/or are willing to put the time in. • Remember that every teacher, lecturer, course director had to start somewhere. As soon as you join the programme remind yourself that all of these individuals are your peers. • Although you are part of the Teaching Within programme you are joining the University of the Arts London as an Associate Lecturer. • Remember why this programme was created, our experience and contribution are invaluable to the institutional transformation and not just visually but throughout the teaching and learning cycle. • Try to allocate at least 10 hours per week for independent study. • If you have ANY issues talk with other Teaching Within academics or the Shades of Noir lead Montana Williamson, this has proved to be really supportive and there is always a form of solution. • If you experience any difficulties that may affect your participation and or engagement on the course, then, in the first instance please contact Shades of Noir as soon as possible. • It’s really important to attend all sessions as you really do miss out if you are not present. • Start reading blogs as soon as you can as you will be expected to write your own. Have a look at different forms of reflective writing as you will be asked to produce work that is of a reflective nature.. • Don’t suffer in silence, Montana is a fantastic support and advisor who has not only done the programme herself but also is there to help or point you in the right direction. • If you have a disability don’t be afraid or worried to share this with the PgCert team and or Montana.

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PgCert (Mandatory)

Elective Units*

Teaching and Learning (20)

Curriculum Design (20)

And

Inclusive Teaching and Learning in Higher Education (20)

Self-Initiated Project (SiP) (20)

Technology Enhanced Learning (20)

And

Academic Leadership (20)

One Elective Unit (20)

Learning for Sustainability (20)

Supervising Research Degrees (20) * The elective units may or may not be available to complete at the time of study. Introduction to Practice as Research (20)

You will study on a part-time basis over 12 or 15 months depending on the units that you choose. Your Inclusive Teaching and Learning Unit will run parallel to your Elective unit during Semester 1 and your SiP will run independently during semester 2. During the revalidation of the course, at this time we can not give any specific dates but anticipate that the PgCert may run from January 2021to January 2022. Term 1

Term 2

Term 3

Semester 1

Semester 2

Teaching and Learning Unit. (Approx. 1 contact day per month)

Self-Initiated Project (20) (Approx. 1 contact day per week)

Elective unit (Approx. 1 contact day per month)

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TEACHING & LEARNING UNIT. - (Dates TBC).

Location in course Credit rating Level of Study Contact Hours

Mandatory unit on PgCert 20 7 30

Learning Outcomes Upon successful completion of this unit you will be able to: 1. Demonstrate critical, open engagement with policy, practices and scholarship relating to teaching and learning. [subject knowledge; analysis] 2. Critically evaluate your professional practice and plan for further development with reference to the dimensions of the UK Professional Standards Framework. [personal and professional development] 3. Communicate effectively with peers to support professional development. [collaborative and/or independent professional working; communication and presentation] Indicative Content Through this unit you will encounter a range of theoretical, political and practical perspectives and apply them in your particular context. Themes will include inclusive approaches to learning and teaching, internationalisation and the changing higher education landscape, models of learning design, assessment and feedback, and the history and context of arts education. Your own experience of learning and teaching will be of interest and value to other participants, and you will share this and receive feedback through presentation, discussion, micro-teaching and peer observation. You will also reflect on your own practice, values and development with relation to the UK Professional Standards Framework, taking into account circles of influence and control and how these affect the decisions you make as an educator both now and in the future.

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Teaching and Learning Methods The teaching and learning methods used on this unit include: • Seminars • Group tutorials • Journalling • Micro-teaching • Presentation • Observations of teaching • Independent study Assessment Requirements The unit is assessed holistically through the following: Evaluation of professional practice against Descriptor 1 of the UK Professional Standards Framework, with reference to: • An online reading journal documenting responses to literature and other sources. • Reports and reflections on observations of teaching practice. • Opportunities for future development. Essential Reading Biggs, J. and Tang, C. (2011) Teaching for Quality Learning at University. 4th edition. Maidenhead: Society for Research into Higher Education and Open University Press. Collini, S. (2012) What are Universities For? Penguin. Fry, H., Ketteridge, S. and Marshall, S. (Eds.) (2015) A Handbook for Teaching & Learning in Higher Education: Enhancing academic practice. 4th edition. Routledge. James, A. and Brookfield, S. (2014) Engaging Imagination: Helping Students Become Creative and Reflective Thinkers. Jossey-Bass. Ramsden, P. (2003) Learning to Teach in Higher Education. Routledge. // 71

SELF-INITIATED PROJECT UNIT. (Dates TBC).

Location in course: Credit rating: Level of study: Contact hours:

Mandatory unit on PgCert 20 7 23

Learning Outcomes Upon successful completion of this unit you will be able to: 1. Identify a topic for enquiry, justifying its professional significance. [analysis] 2. Investigate methods of enquiry appropriate to the specific contexts of the topic. [experimentation] 3. Conduct a scholarly enquiry. [research] 4. Present project findings in a coherent, context-sensitive manner. [communication and presentation] Indicative Content In this unit, you will be introduced to a variety of methods of enquiry relevant to your selected project focus, and will experiment with those most appropriate to your content and context. You will work in small, problem-based learning (PBL) peer groups as you design, develop, conduct and analyse your enquiry. Regular work-in-progress critiques will provide key formative assessment points, leading to final presentation of your project findings to peers and tutors at the course’s Academic Practice Conference. This conference will give you an opportunity to develop your peer-to-peer presentation skills, while at the same time disseminating educational research, scholarship and enhancement work across the programme. Teaching and Learning Methods The teaching and learning methods used on this unit include: • Interactive workshops • Project work • Seminars • Group tutorials • Problem-based learning peer-groups • Formative presentations 72 //

Assessment Requirements The unit will be assessed holistically though the following components: â&#x20AC;˘ Oral presentation of project findings. â&#x20AC;˘ Accompanying presentation materials, to include visuals and/or script. Essential Reading Bell, J. and Waters, S. (2014) Doing your research project: A guide for firsttime researchers. 6th edition. Maidenhead: Open University Press. Gray, C. and Malins, J. (2004) Visualising Research: A guide to the research process in art and design. Aldershot: Ashgate. EduTechWiki, Problem-based learning. Accessed at: http:// edutechwiki.unige.ch/en/Problem-based_learning Further recommended reading and resources are provided in the course reading list.

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INCLUSIVE TEACHING & LEARNING IN HIGHER EDUCATION. - (Dates TBC).

Location in course: Credit rating: Level of study: Contact Hours:

Elective unit on PgCert/PgDip stage of MA 20 7 24

Learning Outcomes Upon successful completion of this unit you will be able to: 1. Demonstrate understanding of ideas about diversity and its impact in social and educational contexts. [research; analysis] 2. Critically evaluate wider institutional perspectives on equality and diversity as they relate to learning, teaching and assessment. [subject knowledge; collaborative and/or independent learning] 3. Address an aspect of academic practice to promote inclusive learning and teaching. [communication and presentation; personal and professional development] Indicative Content In this unit, you will critically explore current debates in the literature, policy and practice relating to inclusive curriculum design and assessment, teaching and supporting learning, and the wider institutional perspectives of an increasingly diverse population of students. You will engage with aspects of equality and diversity such as class, disability, internationalisation, and race and ethnicity, and consider theoretical models of diversity and social justice in higher education with a special focus on the integrated theme of pedagogies for social justice in Art, Design and Communication. You will reflect on your own position and assumptions about diversity and inclusivity, and devise creative ways in which you might contribute towards building a diverse and inclusive learning environment. Scholarly input will be included from sections of the University where key contributions to its diversity work are made in order to offer the widest range of perspectives for you to investigate. Assessment Requirements The unit is assessed holistically through the following components: â&#x20AC;˘ Completion of online activities addressing dimensions of inclusivity. 74 //

• Production of an artefact that promotes inclusivity in learning and teaching. • A written reflection on the artefact which links the inclusive learning theory to practice. (1500 words). Essential Reading Bhagat, D. and O’Neill, P. (2011) Inclusive Practices, Inclusive pedagogies; Learning from Widening Participation Research in Art and Design Higher Education. Croydon: CHEAD. Burke, P. and McManus, J. (2009) Art for a Few. Available from: http://ukadia. ac.uk/en/naln-migrate/projects-research/admissions-research.cfm Friere, P. (1970) Pedagogy of the Oppressed. London: Continuum. Hatton, K. (2015) Towards an Inclusive Arts Education. London: Trentham. hooks, b. (1994) Teaching to Transgress: Education as the Practice of Freedom. London: Routledge. Morgan, M. (Ed.) (2013) Supporting Student Diversity in Higher Education: A practical guide. Oxford: Routledge Richards, A. and Finnigan, T. (2015) Embedding Equality and Diversity in the Curriculum: An Art and Design Practitioner’s Guide. York: Higher Education Academy Scotland. Further recommended reading and resources are provided in the course reading list.

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CURRICULUM DESIGN UNIT. - (Dates TBC).

Location in course Credit rating Level of Study Contact Hours

Elective unit on PgCert/PgDip stage of MA 20 7 15

Learning Outcomes Upon successful completion of this unit you will be able to: 1. Critically evaluate different curriculum models in relation to the discipline, level and institutional context. [subject knowledge] 2. Analyse the impact of a significant curriculum issue in your discipline and institution. [analysis] 3. Plan, justify and evaluate the design or redesign of a part or whole inclusive curriculum. [experimentation] 4. Create a strategy for implementing effective curriculum change in an inclusive professional context. [collaborative and/or independent professional working; communication] Indicative Content In this unit you will examine critically how the curriculum aligns to sector and institutional frameworks and how we design and develop curricula that respond to a diverse student cohort and a range of priorities including research-industry-teaching links, internationalisation, digitally-enhanced learning and student engagement in the context of art and design education. The unit will enable you to develop your capacity to critically appraise a curriculum as well as design and lead the implementation of curriculum innovation in practice. The unit can be undertaken by individuals with a range of roles in relation to curriculum development as well as a curriculum team working together to design a new unit or course. Peer and group working provide opportunities for peer review and feedback and formative tutor feedback is provided as part of the curriculum development planning or practice. Teaching and Learning Methods

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Teaching and Learning Methods The teaching and learning methods used on this unit include: • Independent study • Seminars • Peer and team-working • Work-based learning Assessment Requirements The unit will be assessed holistically through the following components: • Annotated curriculum specification for a proposed whole curriculum or part-curriculum modification. (2000 words) • Curriculum development plan or documentation of a curriculum planning meeting. (2000 words) Essential Reading Barnett, R. and Coate, K. (2005) Engaging the Curriculum in Higher Education. Maidenhead: Open University Press. Biggs, J. and Tang, C. (2011) Teaching for Quality Learning at University. 4th edition. Maidenhead: Open University Press. Blackmore, P. and Kandiko, C. B. (Eds.) (2012) Strategic Curriculum Change: Global Trends in Universities. Abingdon: Routledge. Fraser, S. and Bosanquet, A. (2006) The curriculum? That’s just a unit outline, isn’t it? Studies in Higher Education, 31(3): 269−284. Hatton, K. (Ed.) (2015) Towards an Inclusive Arts Education. London: Trentham Books. Knight, P. (2001) Complexity and Curriculum: A process approach to curriculum-making, Teaching in Higher Education, 6(3): 369−381. Richards, A. and Finnigan, T. (2015) Embedding Equality and Diversity in the Curriculum: An Art and Design Practitioners Guide. York: Higher Education Academy (http://www. heacademy.ac.uk/sites/default/files/resources/eedc_art_and_design_online.pdf). // 77

TECHNOLOGY ENHANCED LEARNING UNIT. - (Dates TBC).

Location in course Credit Rating Level of Study Contact hours

Elective unit on PgCert/PgDip stage of MA 20 7 24

Learning Outcomes Upon successful completion of this unit you will be able to: 1. Critically evaluate uses of digital spaces with relation to pedagogic theory. [analysis] 2. Discuss examples and experiences of digital spaces with others. [subject knowledge; collaborative and/or independent professional working] 3. Experiment with digital spaces within defined learning contexts. [experimentation] 4. Reflect on opportunities and challenges in your own practice for enhancing inclusive learning through use of technologies. [personal and professional development] Indicative Content In this unit, you will engage with relevant theory to reflect on the design and support for learning within digital spaces, discuss opportunities for enhancing learning in relation to your own practice, and experiment with a range of technologies. Contributions from colleagues across the University will provide a wide perspective on current practice and enable you to investigate the integrated themes of knowledge building, inclusivity, sharing of practice, reflection, digital identity and literacy, and collaboration in digital spaces. You will formulate and refine your ideas through online peer and tutor discussions that will enable you to develop your own use of digital spaces for teaching and learning.

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Teaching and Learning Methods The teaching and learning methods used on this unit include: • Interactive workshops • Structured online learning activities • Online seminars • Peer assessment tasks Assessment Requirements This unit will be assessed holistically through the following components: • Appraisal of opportunities and challenges of using selected digital spaces in your own teaching practice with reference to relevant theory. (2000 words) • Evidence of engagement in online discussions and activities. • Documentation of experimentation with a digital space that has either enhanced your perspective of its value to teaching and learning, or may be of value in the future. Essential Reading Beetham, H. and Sharpe, R. (2007) Rethinking Pedagogy for a Digital age: Designing and delivering e-learning. Routledge. Brewer, G. and Hogarth, R. (Eds.) (2014) Creative Education, Teaching and Learning. Palgrave Macmillan. Gordon, N. (2014) Flexible pedagogies: technology- enhanced learning, Higher Education Academy. Available online at https://www.heacademy.ac.uk/sites/default/files/resources/tel_report_0.pdf Morris, M. and Stommel, J. (2014) Why Online Programs Fail, and 5 Things We Can Do About It. Available online at http://www.digitalpedagogylab.com/ hybridped/why-online-programs-fail-and-5-things-we-can-do-about-it/ Siemens, G. (2014) Connectivism: A Learning Theory for the Digital Age. Available online at: http://www.elearnspace.org/Articles/connectivism.htm Further recommended reading and resources are provided in the course reading list. // 79

LEARNING FOR SUSTAINABILITY UNIT. - (Dates TBC).

Location in course: Credit rating: Level of study: Contact hours:

Elective unit on PgCert/PgDip stage of MA 20 7 23

Learning Outcomes Upon successful completion of this unit you will be able to: 1. Demonstrate a conceptual understanding of the relationship between education, sustainability and your discipline. [analysis] 2. Design and evaluate a workshop that raises sustainable issues within a professional education context. [collaborative and/or independent professional working] 3. Evaluate sustainability in relation to your current academic practice. [subject knowledge] Indicative Content This unit will encourage you to reflect on issues of sustainability in your current academic practice and undertake an investigation that will form the basis of a sustainability workshop to be delivered to a wider audience of University staff. You will then devise an evaluative report on the development and outcomes. The unit draws upon a participative pedagogy to illustrate one way of designing curriculum and teaching to promote sustainability literacy, and consequently provides scope for participants to raise their own concerns and interests in order to shape the particular ways in which unit themes are considered and addressed. You will be encouraged to collaborate with peers and to negotiate the curriculum through teaching and learning activities that will gradually shift from teacher-led to participant-led workshops. Themes will include: defining sustainability, developing studentsâ&#x20AC;&#x2122; sustainability literacy, education for sustainability, and design for sustainability.

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Teaching and Learning Methods The teaching and learning methods used on this unit include: • Seminars • Tutor-led workshops • Participant-led workshops • Independent Study • Guided Reading Assessment Requirements The unit will be assessed holistically through the following components: • A portfolio of materials related to the design, delivery and evaluation of a workshop that promotes sustainability literacy. • An evaluative report. (2500 words) Essential Reading Jucker, R. (2014) Do We Know What We Are Doing? Reflections on Learning, Knowledge, Economics, Community and Sustainability. Cambridge: Cambridge Scholars Publishing. Parker, J., and Wade, R. (Eds.) (2008) Journeys around Education for Sustainability. London: London South Bank University. Available at: http://www.brighton.ac.uk/ sustainability/index.php/download_file/view/172/90/ (downloaded 03 March 2016) Sterling, S. (2013) Future Fit Framework: An introductory guide to teaching and learning for sustainability in HE. Available at: http://www.eauc.org.uk/the_future_fit_framework_an_introductory_guide_ Stibbe, A. (Ed.) (2009) The Handbook of Sustainability Literacy: Skills for a Changing World. Totnes, UK: Green Books Vezzoli, C. and Manzini, E. (2008) Design for Environmental Sustainability. Italy: Springer. Further recommended reading and resources are provided in the course reading list. // 81

JOB DESCRIPTION FOR AN ASSOCIATE LECTURER (AL). Purpose • To deliver high quality learning practice and related support to students on specified programmes or courses, in the context of prevailing policies and procedures, curriculum content, established learning outcomes and teaching methodologies. • To provide up-to-date knowledge, expertise and experience of professional practice and/or research in a specific specialist subject area. Duties and responsibilities The duties and responsibilities below are the normal expectations associated with the comprehensive hourly rate (CHR) which is payable in respect of each student contact hour (see guidance note for further details): • To prepare for and deliver learning experiences to specified groups of students, by providing structured learning experiences including, induction sessions, classes, tutorials, lectures, seminars, workshops, auditions, rehearsals, studio critiques and student presentations (including degree shows). See guidance note (a) • To ensure studio and teaching spaces are adequately prepared for their teaching session and leave them in similar condition. See guidance note (b) • To work as part of the course team, under the direction of the line manager, participating in the formative and summative assessment. See guidance note (c) • To undertake academic administration in relation to reporting on attendance, completion of tutorial records and progress reports and other tasks associated with course organisation related to their contracted formal teaching and learning delivery. See guidance note (d • To contribute to course development and quality processes through engagement in course planning meetings, course/Programme committees/Boards, end of unit review and, where appropriate, annual course monitoring. (The extent of attendance at meetings should be proportionate to the number of contact hours being delivered). See guidance note (e) • To maintain reasonable, effective and efficient communication with their line manager, other colleagues and students (including through the use of the University’s email system and student virtual learning environments as appropriate).

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Further responsibilities • To have a commitment to continuous professional practice and scholarship in the specialist subject area, and in professional development in learning and teaching. • To ensure health and safety procedures are strictly maintained. • To have a commitment to the University’s Equal Opportunities Policy. Additional duties The duties below are additional to those included in the comprehensive hourly rate. Where these duties are agreed, they will be paid as additional remuneration at the basic hourly rate (BHR): • Revalidation meetings. • Participating in staff development and training activities in relation to priorities set by the College and/or Line Manager. • Additional assessment beyond that expected as part of the contracted teaching activity. • Extensive contributions to Moodle materials (beyond teaching plans, timetables, notifications to students, project briefs). • Participation in forward-looking curriculum development meetings. • Contribute to recruitment, open days, student interviews/auditions and portfolio review. • To organise non-standard student learning activities, including those personally delivered or on behalf of colleagues, such as study trips, external projects and placements.

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CASE STUDIES:

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TEACHING WITHIN ACADEMIC: JESSICA. Individual Context: Jessica has worked in the creative industries for several years within the fashion buying sector. She was placed on the TW programme and felt she had various skills which were transferable skills which could be utilised in a teaching context. As part of her placement, Jessica was able to develop a teaching model of seminars which allowed her to develop and conduct a series of workshops within the higher education setting Jessica was able to identify that some of the skills she had learnt within the industry setting were skills which werenâ&#x20AC;&#x2122;t taught as part of the higher education setting. She felt these were useful skills that could allow students to understand the positive attributes of transferable skills and have skills to add to their CVâ&#x20AC;&#x2122;S when applying to work in the industry.

Teaching Within Programme: The course team was very supportive and allowed me to embark on testing out my ideas with support and trust. I was able to test out and adapt what I had learnt within the industry to the higher education setting. As a result, I was offered an additional hourly paid contract to continue working collaboratively with the course. I really enjoyed my placement and would recommend this opportunity to anyone wanting to get into teaching. Thank you for the opportunity!

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The programme is a great opportunity, not without its challenges. The largest one for me was the lack of support from the course leader although it didnâ&#x20AC;&#x2122;t seem like this in our first meeting where we talked about my knowledge. I was very surprised that the students did not have access to some materials or a commercial offer and was happy to try and fill this gap. However, this was not welcomed by the course leader and has meant that I do not feel valued and instead feel that some actions by this course leader have been obstructive. I do however believe that with the formal teaching qualification, teaching experience and the networks I have gained through the programme will be invaluable to my future choices.

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TEACHING WITHIN ACADEMIC: MARVIN. Individual Context: Marvin worked as part of UAL as a technician before commencing the TW programme. Marvin was placed on a course which he had no direct expertise in. At first, he was unsure how this would work out. This decision was one which allowed Marvin to try out new teaching methods and also learn a new skill set in the teaching context. He felt that the TW programme provided the scaffolding and extra support needed to succeed in the teaching space. Marvin was able to have to test to find out that he was dyslexic and dyspraxic and he was able to get the additional support via extra tutorials and the Teaching Within team.

Teaching Within Programme: This was the best decision to apply for Teaching Within the programme. It has allowed me to learn new skills and adopt a teaching method which would be useful to all students. I have been able to use my experiences of being a student to improve and design a curriculum which incorporates disability at the forefront. This is a practical approach which definitely champions inclusive pedagogy.

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The PgCert unit Inclusive Teaching and Learning has changed the way I think and feel about research, teaching and my own experience in education. It has brought understanding and provided me with an inspired teaching style. The fact that I am now teaching on a course subject that is not my direct field doesnâ&#x20AC;&#x2122;t faze me. I see now that I have transferable skills and knowledge, that can be transcended by an inclusive pedagogical practice that is meaningful to a range of students. Through the Teaching Within programme I now know that I really can make a difference and irrespective of the institutions reasons for supporting this it has already made some impact for me personally and the students I teach. I can now confidently call myself an academic.

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TEACHING WITHIN ACADEMIC: LISA. Individual Context: Lisa is a practising textile designer and her work relates to racism, social equality and inclusive pedagogies. Lisa within her education experience has been subjected to racism and segregation. This has always been an area of interest and an area she is incredibly passionate about. Lisa has conducted a variety of researchled projects tailored around exploring practical ways to combat this existing problem. The programme allowed her to embark on the highest self-selected unit the inclusive practice unit. In this unit, she was able to expand her knowledge expertise and also obtain a high grade which would contribute to her overall grade as part of the PGcert. The unit explores critical race theories and inclusive pedagogies.

Teaching Within Programme: The inclusive practice unit was the first place I was able to highlight and discuss the inequalities that so many diverse students and staff of colour feel within higher education. I was able to not only be honest but share my experience to help provide meaningful knowledge to my peers and expand my vocabulary which was suitable in a higher education setting.

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The integration into the course teaching team through this programme was quite straightforward and I felt valued for my contribution in both the delivery and my suggested additions to enhance to current courses activities. However the PgCert elective unit was very challenging in that both the teaching team and the predominantly mono-cultured cohort struggled to engage with my view, interpretations of the unit and context. Whilst this was upsetting, the Teaching Within programmeâ&#x20AC;&#x2122;s additional support structure was useful, as it allowed a safe space for critical reflection and shared ideas.

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TEACHING WITHIN ACADEMIC: MARK. Individual Context: As a student Mark had a very bad experience and unfortunately decided to not complete his PhD at University due to experiencing racism. He went on to set up a successful graphic design business which is recognised worldwide and internationally. He has won multiple awards for his contribution to the creative arts sector. Mark always felt he could contribute significantly to students learning but had been put off by their own experiences of being a student.

Teaching Within Programme: After a conversation with Aisha, Mark opted to apply for the programme. Determined to make a difference to student experiences. He was placed on a course which had some relevance to his area of expertise. He was able to engage the students with many of the students requesting him to continue teaching beyond the programme. The course where Mark was placed on, unfortunately, the course leader was very destructive and was not supportive. Through ongoing support provided by the Teaching Within team, Mark was employed by another department and is now a part-time hourly paid lecturer.

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It was great to be placed on a course that directly relates to my practice. However I have felt there has been some resistance from the course leader and others as to my presence through both actions and words. The studentsâ&#x20AC;&#x2122; feedback on my teaching content and delivery has been extremely encouraging which they have recorded in written feedback. The students, Shades of Noir team and Deans have been so supportive and encouraging that I was not just able to stand up for myself with the course leader, who has now apologised for both themselves and colleagues but I have grown in confidence beyond what I thought possible and found out that I love teaching.

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