claudia catzeflis pgcert

Timmis, S., Mgqwashu, E., Trahar, S., Naidoo, K., Lucas, L. and Muhuro, P. (2024) ‘Students as co‑researchers: participatory methods for decolonising research in teaching and learning in higher education’, Teaching in Higher Education, 29(7), pp. 1793–1812. doi: 10.1080/13562517.2024.2359738. Cook, T. (2009) ‘The purpose of mess in action research: building rigour through a messy turn’, Educational Action Research, 17(2), pp. 277–291.… Continue reading References

Dialogue as a Practice of Participation “…dialogue is an encounter among women and men who name the world, it must not be a situation where some name on behalf of others. It is an act of creation; it must not serve as a crafty instrument for the domination of one person by another. The domination… Continue reading Data collection

Reflecting on Two Tools Used in My ARP Using Playful Prompts to Introduce Mentimeter To introduce Mentimeter, I began with a short sequence of playful, image-based slides, see image reference below. These were not content-heavy or assessed tasks, but open prompts designed to spark interpretation and curiosity. The digital activity served as more than an… Continue reading Tools

My project is grounded in Participatory Action Research (PAR) and Inclusive Participatory Action Research (IPAR), approaches rooted in co-operative inquiry where research is undertaken “with people, not on them” (Heron, 1996). This approach challenges hierarchical knowledge production and fosters epistemic reciprocity, positioning students and graduates as co-researchers rather than subjects. It aligns with my teaching… Continue reading Methods

Many students entering university have spent much of their lives in structured learning environments shaped by transmission-based pedagogies, where knowledge is presented as fixed and students are positioned as passive recipients — an approach Paulo Freire critiques as the ‘banking model’ of education. Many arrive in their first year with learning habits shaped by convergent, goal-oriented pedagogies,… Continue reading  Rationale 

Title : Finding Voice, Making Community Research Questions I am the Stage 1 Lead on the BA Textile Design course at Chelsea College, leading a cohort of 80–100 students. My current focus is on Year 1, while I also run extra-curricular interventions with other year groups and graduates. Throughout my teaching career, I have taught… Continue reading Questions and Context for an ARP

Introduction and Context This intervention project proposes inviting students and alumni to run a workshop or series of workshops as part of the BA Textile Design 2025–26 curriculum. These sessions aim to support integration within the BA1 Textile Design cohort by creating space for peer-led, informal interactions focused on discovering an ‘interest in one another’… Continue reading Intervention Reflective report

blog 3 “The process of stereotyping someone is akin to viewing them through a lens—a lens that sharpens our focus on certain, typically overgeneralized attributes, while blurring or obscuring the qualities that make that person unique.” (Petsko, Rosette & Bodenhausen, 2022, p. 763)  Race is often seen through such a biased lens, where stereotypes give rise… Continue reading Race