claudia catzeflis pgcert

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

Blog Post 2 What We See First  “The discourse surrounding hijab or niqab designates Muslim women’s ‘radical otherness’ and associates it with religious oppression and cultural backwardness” (Meer, Dwyer & Modood, 2010). “The hijab is depicted as a barrier to integration at schools” (Espinoza, 2016), “a path to extremism” (Shackle, 2018) and “an expression of fundamentalism” (Shadid & Van Koningsveld, 2005).  These… Continue reading Faith, Religion, and Belief

Blog Task 1 Reflecting on Intersectionality in My Teaching Practice: A Personal Perspective In this blog post, I reflect on how Kimberlé Crenshaw’s theory of intersectionality informs and challenges my own teaching context, focusing on my role as Year 1 Leader on the BA Textile Design course.Drawing on insights from the short film Intersectionality in Focus:… Continue reading Disability

 Breaking free from the rules   ‘Again and again in her book, Boone shares a popular proverb in Mende society that declares: “There is a thing passing in the sky; some thick clouds surround it; the uninitiated see nothing.” Explaining to those who not intimately grasp the significance of these words, Boone states: “This proverb presents… Continue reading Post 4