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, where outcomes are predetermined and success is measured by correct answers, fixed knowledge, and compliance with set criteria.
In contrast, a creative BA course requires engagement with divergent learning that values experimentation and creative risk-taking. Over time, students are encouraged to develop autonomy, construct their own creative identities, and work collaboratively within a learning community. This shift involves learning through uncertainty, embracing mistakes as part of the creative process, and accepting ambiguity as an essential condition of artistic practice.
Wider Context
The landscape of education is changing. Across the country, courses are closing, university study is expensive, and some question its relevance within an evolving professional world. Rising costs of higher education and debates about value and graduate outcomes have strengthened the case for diversified educational pathways.
The House of Commons Library Skills Policy briefing highlights a shifting focus on skills. The UK Government’s Skills England initiative and foundation apprenticeships aim to address skills gaps and respond to changing labour market needs. Graduate futures policy increasingly emphasises broad, flexible skills strategies beyond traditional university routes.
Throughout this process, I have questioned who is given equal voice within this community and recognise the importance of bringing multiple knowledges into dialogue. I want to explore how we create an inclusive community that enables such exchanges.
My research investigates methods that seek to redress power inequalities inherent in knowledge production (Gubrium & Harper, 2013, p.30). Fraser (2009) argues this approach is vital for addressing the complexities of globalisation and neoliberalism and ensuring community members have equal voice in public deliberationsand fair representation in public decision-making (p.18).
Fraser further suggests that overcoming injustice means dismantling institutionalised obstacles that prevent some people from participating on a par with others, as full partners in social interaction (2009, p.16). Her emphasis on social interaction as a route to justice resonates with Fricker’s (2007) work on epistemic injustice, where she advocates for epistemic reciprocity between communicators and knowers. These ideas also align with decolonial principles that call for bringing multiple knowledges into dialogue and resisting misrecognition or silencing, particularly of those marginalised or without social voice (Mgqwashu et al., 2020; Naidoo et al., 2020).
I believe there remains a divide between institutional or staff-led approaches and the ways students are invited to think and participate. Student voice often feels detached from policy and pedagogy, limiting its influence over curriculum design and experience. To foster a stronger sense of belonging within our cohorts, and make our curriculums relevant to our evolving cohorts, I believe students need greater input and ownership of the course.
This project critically analyses how questions of social justice and voice within my academic practice context shape student experience, belonging, and attainment. It draws attention to how participatory and collaborative practices can empower students and create responsive learning environments. The sessions aim to build community and foreground student voice through inclusive, co-created activities that support graduate futures by making multiple perspectives, knowledges, and pathways visible.
Informed by decolonial principles, the project seeks to challenge dominant academic narratives by facilitating dialogue across diverse knowledges. By valuing experiential, cultural, and peer-generated knowledge alongside institutional expertise, it examines how peer-led learning environments can foster inclusive pedagogy, strengthen belonging, and improve student attainment.