Hahn Tapper’s (2013) social identity theory (SIT) explains much of what I witness in my teaching practice, but I don’t agree with the separation of teaching and facilitation mentioned. “Facilitators are professionally trained in intergroup dynamics, “Teachers” are trained professionals who are able to guide students through texts.”(Hahn Tapper, 2013) Instead, I see these modes as inextricably intertwined. But I realise that any good teaching and facilitation practices I have developed have been through observing others and trial-and-error rather than formal training. This could put students who are most disadvantaged in jeopardy; I sometimes lack confidence in my ability to fully support them due to my perceived gap in knowledge.

Josephine Kwhali’s “Witness Unconscious Bias” makes me think that the people who are most conscious of bias are those who are most affected by it. It is easier for me as a white middle-aged woman to move through teaching and learning spaces unconsciously when I am not negatively affected by bias. I have to think consciously about how I might be affecting students through our interactions. This takes effort but is necessary to move towards social justice. Kwhali wonders what it will take for people to become conscious; I think the only solution is to put effort into being purposely aware of others’ potential needs and experiences.  

Finnigan and Richards (2016) describe methods that remind me of my experiences studying in an art and design school. I felt completely unsure of what I should be doing and had no idea if it was good. The tutors nurtured those that had an existing vision or aesthetic rather than ‘teaching’ us anything. “Students in their first year of study are constantly looking for certainty and reassurance, while staff are encouraging ambiguity and risk taking.” (Finnigan and Richards, 2016) This description is in direct opposition to how we teach in the Fashion Business School; we explain what we are asking the students to do in detail and how to do it step-by-step. I endorse the approach of scaffolding students’ learning with formative assessments and tutorials. It helps to bring students onto a level playing field by creating a clearer framework for students to self assess their progress. I think this is essential for everyone but especially for marginalised groups to succeed.

Hahn Tapper, A.J, (2013), A pedagogy of social Justice Education: Social Identity Theory, Intersectionality, and empowerment. In Conflict Resolution Quarterly, Vol 30, no.4. Available at: A Pedagogy of Social Justice Education: Social Identity Theory, Intersectionality, and
Empowerment – Hahn Tapper – 2013 – Conflict Resolution Quarterly – Wiley Online
Library. (Accessed: 17 July 2023)

Finnegan, T. & Richards, A. (2016) Retention and attainment in the disciplines: Art and Design. York: HEA. Available at: https://www.advance-he.ac.uk/knowledge-hub/retention-and-attainment-disciplines-art-and-design (Accessed: 17 July 2023)

UCU – University and College Union (2016) Witness: unconscious bias. 1 February. Available at: https://www.youtube.com/watch?v=Y6XDUGPoaFw (Accessed: 17 July 2023).