During the workshop we discussed the texts and the use of exclusionary academic language. We were encouraged to consider whether we would take a more open, clearer approach to writings.
It was interesting to explore the use of language implemented by academic texts. I found the language to be a little pretentious and exclusionary. The reliance upon academic terms and language made some of the texts almost impenetrable and it felt unnecessary to write in this style to get their points across. Many of the texts did not lay out their definitions of key words and concepts mentioned throughout the writings, which I feel is imperative to making the study coherent and accessible.
When looking at the example texts of the ‘Charismatic Lecturer’ from ‘Teaching with Integrity: The Ethics of Higher Education Practice’ (Macfarlane, B. 2004), we discussed biases within peer assessments. The text narrates the experience of Stephanie and her views of Max, a fellow lecturer. The discussion helped me reflect upon my potential prejudices, experiences and pressures and their influence on my reception of colleagues and their teaching styles. The ‘Charismatic Lecturer’ was anecdotal and through group discussion we highlighted the possible prejudices and biases of both the writer and Stephanie’s perception, along with Max’s lack of objectivity. The author’s inclusion of Stephanie’s religious beliefs did not seem relevant to her perception of her peer assessment. The group’s response to Stephanie was varied but quite empathetic to her situation and considered factors that may be impacting her and her view of Max.
A group offered up their reflections on the text ‘Signature pedagogies in art and design’ (Sims, E. and Shreeve, A. 2011) which analysed tools used within education to impart knowledge. This prompted dialogue around how the limits of space and studios are causing teaching to shift online or into digital spaces, rather than physical. There was concern around how the removal from the physical could impact student outcomes. I was reminded of a conversation I had with a primary school teacher recently, who was reporting the steep decline in children’s fine motor skills, with some unable to use a pair of scissors. I felt this was an interesting point and would like to explore further how this may relate to my work as a technician.
We explored changes in laws, technological developments, economic and social shifts and climate change and their impact upon higher education, the student and academic experience and how we may use the wider context to inform our approaches to teaching. I was interested to hear discussions of equity and how we as educators within HE can contribute to creating a more equitable environment within universities. What is my voice within the university?
I am still struggling with what is expected of me from the PGCert and how I can make this relate to my work of teaching technical, objective skills. I am planning to read a fellow technician’s PG Cert submission to help gain an understanding of how these ideas can relate to my practice as a technician.
I have also been reflecting on a knowledge exchange I participated in with a fellow technician and how this helped me reconsider approaches to teaching and creating methods of working when a student is differently abled.
References:
Barlow, J. (2024) We used your insights to update our graphic on equity, RWJF. Available at: https://www.rwjf.org/en/insights/blog/2022/11/we-used-your-insights-to-update-our-graphic-on-equity.html (Accessed: 19 January 2025).