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’ (Hooks, 1994). The workshops also seek to deconstruct traditional hierarchies in teaching, such as the idea ‘that only the professor is responsible for classroom dynamics’ (Hooks, 1994), and instead promote open dialogue and peer collaboration. The goal is to build a shared, participatory learning experience that fosters belonging and well-being within the group and the wider course.
The workshops will be embedded into the curriculum, focusing on self-directed research, materials, methods, and making. A key aim is to bring more diverse voices and references into the course, leading to the creation of an open-source reference database for students, staff, and alumni. This resource will grow over time, building a legacy and culture of knowledge sharing.
“Creating a culture of belonging has since become a priority for increasing student attainment, retention and engagement….Research has found a sense of belonging to be a significant concern for minority and marginalised student groups, as they experience both overt and subtle exclusion.” (Hill, Bunting & Arboine, 2020, pp. 3)
As Year 1 Leader for BA Textile Design, my role is to support first-year students as they transition onto the course and to create a learning environment where all students feel welcomed, safe, and able to grow in confidence. Many in our cohort arrive from secondary education or international schools, and this stage in their educational journey is both exciting and challenging.
I’ve observed that many newcomers find the transition into HE overwhelming. The first term is a critical and vulnerable stage that can significantly impact long-term attainment. We have a large international cohort, and social groups often form quickly, making it harder for some students from minority backgrounds to integrate.
In my own early education, I struggled with learning differences, challenged by rigid systems that didn’t adapt to my needs. I have two neurodiverse children in mainstream schools, giving me first-hand experience of working with young people with additional needs and insight into UK inclusion practices. This project grows from my belief in compassionate pedagogy and the need to expand the range of voices within the curriculum.
Inclusive Learning
This project addresses issues of equality, diversity, and inclusivity by inviting practitioners, students, and alumni from the BA Textile Design course to design and deliver in-curriculum workshops. It platforms diverse voices and reference points rooted in varied backgrounds, particularly those whose practices fall outside dominant or Western academic traditions, enriching the curriculum to better reflect the multiplicity of our student body. Inspired in part by the ‘Why is my curriculum white?’ movement founded by students at UCL.
‘Decolonising education’ is often misunderstood as being about the tokenistic addition of non-white authors to reading lists…..In order to make real change we must understand that racism, sexism, classism, queerphobia and ableism are woven into the way our education is structured. It is in this context that we see awarding gaps and education inequality.’ (‘Decolonising education’, 2020)
The project aligns with Compassionate Pedagogy. The emphasis will be on low-pressure, informal sessions where students can connect in ways that are not performative or evaluative. Sharing will be encouraged, and sessions scaffolded to allow for access to participation on different levels. Since COVID-19, participation and attainment in education have faced greater challenges. This intervention responds to the social anxiety often present in higher education, while also supporting cultural and communication differences.
‘Social anxiety in learning is prevalent amongst traditional-age students and has a marked effect on their engagement with higher education.’ (McCroskey et al., 2006)
In preparation, I spoke with two student groups (nine students total) from varied backgrounds who had taken part in a peer-led session last academic year. They valued the informal, low-pressure setting, appreciated seeing how peers approached different projects, and found it helpful to hear how others developed ideas through research. Students also expressed interest in learning skills beyond the curriculum—such as natural dyeing—and voiced the importance of clear structure and guidance in supporting learning.
These sessions aim to encourage students to take more proactive and participatory roles, fostering curiosity, confidence, and agency. They support skill-building that extends beyond subject-specific content and reflect CAF framework values. The 3rd year students who had run the peer session last year had many ideas for creating active participation: asking participants to bring an object or book to the session as part of the shared resource, as well as having a table of objects and books for students to select from.
Within my own practice, I strive to create participatory, open spaces for knowledge sharing—spaces where students can find common ground and learning can remain fluid. This project builds on my pedagogical approach, exploring informal, horizontal spaces where authority is shared, and learning is mutual—aligning with ‘Situativity Theory’: that knowledge, thinking, and learning are located in experience.
Reflection and Action
Within my role as Year 1 leader, I can find it challenging to strike a balance between facilitating and stepping back to view the bigger picture—gaining the clarity and perspective needed to address deeper-set challenges. This includes planning a curriculum that connects and supports the cohort as a whole, as well as each individual.
This past academic year, the BA1 Textile Design cohort increased significantly. The group struggled with integration, and more students than in previous years struggled with participation. Structured, collaborative workshop activities worked well. Informal gatherings, like group trips, also helped build connections. Peer-led sessions between 3rd years and 1st years were really positive. Work-in-progress shows and social events were less well received—pointing to anxiety around communication, cultural differences and lack of confidence in showing their work.
24.25 academic year -15% of BATD1 students did not progress into Year 2.
Student voice is central to this project. In feedback meetings, BA1 students shared how discovering their own methods of self-directed study was both challenging and rewarding. Peer examples supported their progression through this ambiguity. They valued prompts, mini briefs and structures that could help scaffold sessions. Students felt the session should not sit in a lunch slot, valuing their lives outside the studio.
Through the process I recognised the importance of testing feedback mechanisms—creating ways that enable students to express their genuine feelings related to culture and identity. This also supports a more intersectional approach to pedagogy, acknowledging students’ lived experiences.
Megan Boler’s, A Pedagogy of Discomfort: “It must be made clear to students that they are not being graded or evaluated on whether or how they choose to ‘transform’ or whether they undertake radical pedagogies of their own…”
In staff planning meetings, I presented my intervention idea, which led to wider discussions on fostering belonging. Ideas included shared maker spaces, group electives across years, and inviting DPS graduates to lead sessions.
Staff voiced concerns about making the project manageable within our roles and time constraints. These highlight a potential risk in embedding the intervention long-term—ensuring sustainability alongside workload pressures.
In discussion with my PGCERT peers, we agreed on the value of regular feedback from staff and students.
As legacy I will start developing an open source, sharing platform, for students, staff and alumni. We will begin with Padlet, already used on our course.
Evaluation
This project is a starting point for research and discussion. I have started to identify important aspects of my pedagogy. Writing and action help root my position within practice.
There is a need to explore and test peer-driven pedagogies that are scaffolded and responsive, as many students come from educational backgrounds with rigid structures.
Evaluation will include participation over time, observation of student-led sessions, and analysis of artefacts—collaboration, creativity, feedback, and engagement with Padlet. Feed back Apps and forms in workshops. Contributors leading sessions would log their own observations.
Conclusion
This intervention gently challenges traditional hierarchies by offering students opportunities to lead, share, and teach each other based on their own passions, skills, and perspectives. The project will be a catalyst for ongoing research and dialogue, opening discussion around belonging and community. A space to try ideas, be spontaneous, and make time for reflection. Inviting the whole person into the classroom, discovering how participants can communicate and feel comfortable to interact, platforming all types of voices.
“The dominant culture sends signals to students about who is valued — and if a student does not feel valued, they are much less likely to succeed.” (NUS, 2011:6)
‘As a classroom community, our capacity to generate excitement is deeply affected by our interest in one another, in hearing one another’s voices, in recognizing one another’s presence… These contributions are resources. Used constructively they enhance the capacity of any class to create an open learning community.’ (Hooks, 1994)
References
- Boler, M. (1999) Feeling Power: Emotions and Education. New York: Routledge. (Chapter: ‘Pedagogy of Discomfort’)
- Hooks, B. (1994) Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.
- Hill, V., Bunting, L. and Arboine, J. (2020) Fostering Belonging and Compassionate Pedagogy (AEM3_FBCP). London: University of the Arts London. Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0019/223417/AEM3_FBCP.pdf
- McCroskey, J.C., Booth-Butterfield, S. and Payne, S.K. (2006) ‘The impact of communication apprehension on college student retention and success’, Communication Quarterly, 54(4), pp. 369–382.
- NUS (National Union of Students) (2011) Race for Equality: A report on the experiences of Black students in further and higher education. London: NUS.
- Petsko, C.D., Rosette, A.S. and Bodenhausen, G.V. (2022) ‘Through the looking glass: A lens-based account of intersectional stereotyping’, Journal of Personality and Social Psychology, 123(4), pp. 763–787.
- Topham, P., Moller, N. and Davies, R. (2016) ‘Social anxiety in learning: Stages of change in a sample of UK undergraduates’, Journal of Further and Higher Education, 40(3), pp. 331–348.
- UAL (University of the Arts London) (2025) Creative Attributes Framework. Teaching and Learning Exchange: Careers and Employability. Available at: https://www.arts.ac.uk/about-ual/teaching-and-learning-exchange/careers-and-employability/creative-attributes-framework
- UAL Decolonising Arts Institute UAL Decolonising Arts Institute. Available at: https://www.arts.ac.uk/ual-decolonising-arts-institute
- University College London (UCL) (2014) Why Is My Curriculum White? Available at: https://studentsunionucl.org/policy/up2002/champion-inclusive-education-and-decolonised-curriculum
- University College London (UCL) (2020) Decolonising Education – Why Is My Curriculum White? Available at: https://www.ucl.ac.uk/why-is-my-curriculum-white