Category: Uncategorised

Introduction

In response to unconscious bias and the persistence of degree awarding gaps, I am developing a range of inclusive strategies to implement in my teaching practice. These strategies aim to better support Year 1 students, particularly in fostering confidence, academic skills, and a sense of belonging. Particular attention will be given to first-generation university students, those with identified learning needs, students for whom English is a second language, and students from Black, Asian, and Minority Ethnic backgrounds.

At the same time, I recognise that my own positionality influences classroom dynamics. As a lecturer who does not identify as White, I am aware that this does not eliminate unconscious bias. It requires ongoing reflection to ensure that support is distributed equitably and not shaped by assumptions, which I now recognise as a form of bias that risks overlooking individual needs and reinforcing inequalities in student support.

Context

Pallavi (2024) explores the relationship between academic staff and students, highlighting how limited opportunities for engagement can contribute to lower academic achievement and wider degree awarding gaps. At London College of Fashion (LCF), students are typically on campus only two days per week due to the increasing cost of living in London. Many students also undertake part-time work, which reduces the time available for independent study. As a result, there is less opportunity for sustained interaction between students and academic staff.

Increased engagement between staff and students can help reduce awarding gaps by providing students with the support and resources they need to succeed (Pallavi, 2024, p. 43). In response, a key focus of my practice is supporting Year 1 students’ transition into academic learning. I plan to work closely with the Academic Support team to help students develop reading, writing, and critical thinking skills. Providing examples of previous research journals early in Unit 1 will clarify expectations and reduce uncertainty. In seminars, I will introduce structured reading materials alongside clearer guidance on visual analysis, enabling students to articulate their ideas more confidently.

Pallavi (2024), drawing on DiMaggio (1982), highlights the importance of cultural capital:

“Cultural capital, as measured by participation in activities such as reading literature and attending museums, has a significant positive effect on students’ grades.”

Studying in London, and particularly at UAL, offers significant access to collections, museums, galleries, and cultural resources. To address disparities in cultural exposure, I will incorporate visits to institutions such as the V&A East, V&A Storehouse, the Photographers’ Gallery, and the National Portrait Gallery within Unit 1. These activities aim to enhance both technical learning and critical engagement with visual culture, while supporting students who may not otherwise have access to these resources.

Inclusive Learning

As a disabled student undertaking the PGCert, I have developed a clearer understanding of institutional support processes through working with Disability Officers. This experience informs my teaching practice by enabling me to interpret Individual Support Agreements (ISAs) more confidently and implement appropriate adjustments.

From personal experience, I recognise that students are often unaware of the support available and may find it difficult to ask for help, particularly when specialist resources or expensive equipment are involved.

This is reflected in wider research. Evans (2022) notes that disabled individuals experience structural inequalities, including lower levels of education and well-being (Office for National Statistics, 2020). Students with disabilities are also more likely to experience degree awarding gaps due to a lack of accessibility and support in higher education (Pallavi, 2024, p. 33).

In addition, Evans (2022) highlights that negative portrayals in the UK media—for example, framing disabled people as “scroungers” (Ryan, 2019, cited in Evans, 2022, p. 990)—may further discourage individuals from seeking support.

Supporting disabled students is therefore essential for improving both learning experiences and long-term outcomes. Disability is also highly intersectional. Evans (2022) emphasises that disabled individuals should not be treated as a homogeneous group, as needs and experiences vary significantly. This reinforces the importance of adopting flexible and responsive teaching approaches.

In my own experience, disability has provided an alternative perspective on the world, allowing me to recognise issues I had not previously considered. Being inclusive requires actively attempting to see from different viewpoints, particularly in understanding how students experience learning in the classroom.

To address these challenges, I plan to:

• Provide a recorded introduction from a Disability Officer, shared both in class and on Moodle
• Offer a weekly 30-minute drop-in tutorial session before lectures for troubleshooting and support, which may also contribute to improved attendance

Confidence-building is another key priority. Many Year 1 students experience anxiety when presenting ideas, so I will introduce low-stakes group activities to gradually build confidence. For example, students will collaborate on short pitches before presenting to larger groups. I will also signpost support from Language Development Officers, who can help students develop their academic and presentation skills through bookable tutorials, as these resources are often underused.

Collaboration presents further challenges, particularly where students may self-segregate along cultural or social lines. I will design structured group activities that encourage interaction across diverse perspectives, with an emphasis on inclusion and active listening.

At a broader level, I also recognise the importance of representation. Limited diversity within teaching teams may influence students’ sense of belonging. In response, I will diversify references, case studies, and visual materials to reflect a wider range of perspectives.

Evaluation

Reflecting on this year’s teaching, I have identified areas for improvement in communication and student engagement. One key challenge is maintaining student’s attention in an environment shaped by digital distraction and reduced concentration.

Student feedback (CSS data) indicated that:

• “How often do teaching staff make the subject engaging?” scored 73%
• “How often is the course intellectually stimulating?” scored 73%
• “To what extent have you had the chance to bring together information and ideas from different topics?” scored 77%
• “How often does your course challenge you to achieve your best work?” scored 79%

These results suggest that while students are engaged, deeper critical thinking remains an area for development. This is reflected in students’ work, particularly in the third unit “Fashion Moving Image Production”, where research often remains at a surface level.

To address this, I will:

• Introduce structured reading tasks and guided discussions
• Encourage deeper critical engagement in seminars
• Provide additional academic resources and scaffolding

Within the first unit “Introduction to Fashion Media”, I will:

• Introduce visual methodologies for analysing fashion images
• Support research development using tools such as a customised Copilot agent to locate both supporting and critical reading materials alongside library resources.
• Organise regular gallery and museum visits to build cultural capital
• Provide weekly reading materials to support independent learning

These strategies aim to strengthen critical thinking, research depth, and student confidence. Through cross-course discussions, I learned that other lecturers have used animated GIFs and interactive tools effectively. I experimented with incorporating GIFs and Mentimeter into a lecture on a Japanese filmmaker. These tools encouraged students to actively participate through watching, voting, and commenting during the session. Mentimeter also helped me understand what individual students were thinking. This demonstrated that silence does not necessarily mean a lack of engagement. It helped students to get involved more actively during the lecture, and I could expand the discussion further as a result. I’d like to continue experimenting with various tools to explore how I can engage students.

Negative comments from students:

• More clearly outlined goals
• I’d like more time in class to work on my project rather than listen to another lecture I can’t even do a page on because of the page count.
• Lectures where they just read text from slides aren’t very interesting.
• I’m tired of guest lectures and lectures in general, I don’t learn a thing. Please add more crit and assign more work to give crits on.
• Lectures having a negative bias towards students who have to work.
• Group projects.

James and Brookfield (2014) explains how student learning “sticks” more when the same contents or skills are learned through multiple methods. I need to structure student learning experiences more effectively by working closely with workshop technicians to create a clearer connection between technical and theoretical teaching, and students’ own practice.

To address this, I have started to support understanding by making clear connections between lectures and learning outcomes at the beginning of each session, breaking down academic language, translating key concepts, and guiding students through visual analysis since IP unit. Students were given time to reflect and engage critically with materials. I need to further develop engagement by incorporating more active learning approaches, providing more challenging tasks during sessions, and following these with short critique sessions in subsequent weeks.

Conclusion

Ultimately, addressing awarding gaps and unconscious bias requires both reflective teaching practice and broader institutional change. By focusing on belonging, accessibility, and representation, it is possible to create a learning environment in which all students feel supported and able to succeed.

References

Pallavi, B. (2024) Connecting the dots: A systematic review of explanatory factors linking contextual indicators, institutional culture and degree awarding gaps. Higher Education Evaluation and Development, pp. 31–52.

Evans, E. (2022) Political intersectionality and disability activism: Approaching and understanding difference and unity. The Sociological Review, 70(5), pp. 986–1004.

James, A. and Brookfield, S.D. (2014) Engaging imagination: helping students become creative and reflective learners, pp. 3-66

Degree awarding gaps remain a significant issue in higher education, particularly affecting students from underrepresented backgrounds. Research highlights that a sense of belonging plays a crucial role in student success and progression. As Banerjee (2024, p. 43) argues, universities must actively create inclusive and supportive environments, particularly for students from marginalised groups. This suggests that issues of attainment cannot be separated from wider questions of inclusion, identity, and institutional culture.

Belonging, however, is not experienced equally. It is often shaped by invisible structures of privilege and familiarity. DiAngelo (2011, p. 62) highlights that “it is rare for most whites to experience a sense of not belonging… racial belonging becomes deeply internalized and taken for granted.” This insight is particularly useful in understanding how unconscious bias operates within education. Belonging is therefore not simply a personal feeling, but a socially structured condition that influences how students are perceived, supported, and assessed.

Unconscious bias can take multiple forms, including stereotyping, affinity bias, and the halo effect. These biases shape how educators interpret student behaviour, engagement, and ability. For example, students who appear confident or familiar may be more easily recognised as capable, while others—particularly those from different cultural, linguistic, or educational backgrounds—may be overlooked. These dynamics contribute to disparities in student experience and can reinforce awarding gaps.

These inequalities are not only individual but also institutional. Concerns around curriculum bias have been increasingly raised, with initiatives such as the “Why is my Curriculum White?” movement highlighting the dominance of Eurocentric perspectives within higher education curricula (Wong et al., 2021). This reflects wider concerns that higher education structures may privilege certain cultural perspectives while marginalising others.

Issues of belonging are also closely linked to cultural capital. Students from lower socioeconomic backgrounds may have had less exposure to cultural institutions, which can affect confidence and familiarity with artistic references. As Escobar (2018, p. 6) argues, diverse cultural traditions have historically been devalued, often reduced to “being worth nothing” under dominant narratives.

Together, these perspectives highlight that belonging is not neutral. It is shaped by structural inequalities that influence how students engage with education. Addressing awarding gaps therefore requires more than awareness; it requires active changes in teaching practice and institutional culture.

Reference

Banerjee, P. (2024) ‘Connecting the dots: a systematic review of explanatory factors linking contextual indicators, institutional culture and degree awarding gaps’, Higher Education Evaluation and Development, 18(1), pp. 31–52

Escobar, A. (2018) Designs for the pluriverse: Radical interdependence, autonomy, and the making of worlds. Durham: Duke University Press. pp. 1–21

DiAngelo, R. (2011) ‘White fragility’, International Journal of Critical Pedagogy, 3(3), pp. 54–70

Wong, B., Elmorally, R., Copsey-Blake, M., Highwood, E. and Singarayer, J. (2021) ‘Is race still relevant? Student perceptions and experiences of racism in higher education’, Cambridge Journal of Education, 51(3), pp. 359–375

Riedel and Rau point out that “in a Western context where Christianity remains the cultural norm, different religions are positioned differently vis-à-vis each other, which raises questions of power.” (2025, p 2)  As an Asian lecturer from a non-Christian background, I am also conscious of my role in shaping an inclusive learning environment. Rather than assuming neutrality, I recognise the importance of creating a classroom that is not centred around any single cultural or religious perspective.

Fashion photography is traditionally a white, male‑dominated industry. As a result, many references continue to come from Western contexts, with fewer examples from non‑Western perspectives. To address this, I actively seek out contemporary fashion photographers from around the world through events such as Photo London, the UK’s leading international fair for photography and image‑based art. Each year, it brings together well‑established photographers, galleries, and curators alongside emerging talent, offering a wider range of perspectives.

This raises critical questions about inclusivity and belonging in practice. Do all students feel invited to participate? Are students able to discuss their beliefs openly, or do they feel the need to conceal aspects of their identity? For example, it is important to consider whether students from Muslim, Jewish, or other religious backgrounds feel equally welcomed and represented within the classroom.

These reflections suggest that inclusivity is not only about introducing diverse content, but also about ensuring that different forms of identity, including faith, can be expressed safely. As an educator, my role is to create a space where students feel respected and able to engage in dialogue, while maintaining a sensitive and supportive learning environment.

Riedel and Rau further argue that “treating religion and race separately risks missing the specificities of how people experience discrimination and marginalisation as well as dominance and privilege within intersecting power structures based on religion and race. Moreover, an intersectional approach also invites us to consider how our categories of analysis have been shaped by focusing on the experiences of certain groups over others.” (2025, p 4). This highlights the importance of an intersectional approach in teaching.

In responding to this, it is important to maintain an analytical rather than a confrontational approach. Instead of comparing different religions or beliefs, teaching can be structured around critical observation and reflection. For example, asking “In many societies, certain groups have more visibility or power. How is this reflected in fashion imagery today in the UK or in your home country?” allows students to engage through visual analysis rather than focusing on their own faith or beliefs. Further questions such as “Who is usually represented in fashion images? Who is missing? How are people styled or positioned? Who controls the image?” could encourage discussion without causing discomfort. Students can then analyse a fashion image and identify who has power in the image and who does not. This approach allows them to explore sensitive issues indirectly, reducing the risk of discomfort while still developing critical awareness.

Reference

Riedel, M. and Rau, V. (2025) ‘Religion and race: the need for an intersectional approach’, Identities.

I am a straight Japanese male from a Buddhist family with a Shinto background. But since becoming a disabled person, I have developed a stronger belief in science and evidence-based understanding. This shift in perspective has made me more aware of how different belief systems influence the ways in which we understand knowledge and reality.

LCF is part of the University of the Arts London (UAL), which is committed to creating a fairer and more inclusive environment for all staff, students, and the wider university community. However, as discussed in debates around secularism in higher education, “secularism does bring its own metaphysical commitments to reality and hence the place is not neutral” (Qureshi, in Heterodox Academy, n.d., 26:55).

This perspective has encouraged me to critically reflect on both the institution and my own teaching practice. It suggests that what may appear to be neutral or objective within higher education can still be shaped by underlying assumptions about knowledge, which may unintentionally privilege certain perspectives while marginalising others.

This also raises important questions around freedom of expression within the classroom. Within my teaching context, Year 1 students engage with themes such as intersectionality, identity, and pluriversal perspectives in Fashion Image making. While these approaches aim to promote inclusivity, they can also create challenges for some students when navigating unfamiliar or sensitive topics.

For example, students who have had limited exposure to diverse perspectives—whether due to geographical, cultural, or social background—may lack confidence in contributing to discussions or producing work in these areas. Some may feel that their own experiences are not sufficiently recognised within these frameworks.

At the same time, there may be students who hold different cultural, ideological, or religious beliefs and feel uncertain about expressing their views within a diverse and inclusive learning environment. Concerns about being misunderstood or causing offence can lead to self-censorship, limiting open dialogue and critical engagement. As Harne suggests, while diversity is widely valued, “we’re always in the process of making judgments about which viewpoints are worthy of bringing into an undergraduate course and which ones aren’t” (Harne, in Heterodox Academy, n.d., 30:36).

For example, discussions around gender and sexuality—such as same-sex marriage—are often framed within contemporary progressive perspectives. While this is important for promoting inclusivity, it may unintentionally exclude or silence students whose beliefs are shaped by different cultural, religious, or traditional values. For example, against same sex marriage might be seen as outdated, narrow minded.

These tensions highlight the importance of creating a classroom culture that supports both inclusivity and respectful dialogue. As an educator, this requires careful facilitation to ensure that students feel safe to express differing perspectives, while also engaging critically and respectfully with others.

Reference

Heterodox Academy (n.d.) Faith and truth-seeking: What is the role of religion in higher ed? Available at: https://www.youtube.com/watch?v=u4uZjlwLFUk (Accessed: 9 May 2026).

I am a disable, middle age, Japanese, married man who studied Fine Art in both Japan and UK, and these aspects of my positionality intersect and shape how experience teaching and learning environment.

From reviewing interviews and short films by disabled individuals, as well as reflecting on my own experience, I strongly agree that environments can disable people. Many individuals are not inherently “disabled” in all contexts; rather, they become disabled when environments are not designed to support their needs

This idea is reflected in several of the interviews, where participants describe how barriers in public or institutional spaces—such as inaccessible buildings or inflexible schedules—limit their participation. These barriers often intersect with other aspects of identity. For instance, individuals from lower socioeconomic backgrounds may have limit financial support to come to a campus more than 2 days per week, and access to supportive resources, while those who are non-native speakers may face additional communication challenges.

From a teaching perspective, this highlights the importance of removing barriers to learning. For example I have a mic and speaker in my classroom after students pointed out that sometimes my voice was too quiet (I have a half deaf and sometimes I don’t know how loud I’m speaking). It is also important to face students while I deliver because, I also rely on lip reading. Same goes to keeping the classroom quiet. Not everyone like to speak up in a classroom. Some students struggle having a group discussion in loud environment too. Providing clear instruction is important for not only international students but also for dyslexic students. Offering materials in multiple formats, allowing extra processing time, and ensuring physical accessibility—can significantly improve students’ experiences. These changes do not lower academic standards; rather, they create a more inclusive environment where all students have the opportunity to succeed.

However, parity and equality often come to my mind. I must offer same amount of hours for tutorial if I wanted to support a student who having problems learning.

Overall, both the interviews and my own experience reinforce the idea that disability is not only a personal condition but also a result of environmental design. By recognising this, educators can take practical steps to reduce barriers and support diverse learners more effectively.