Intervention – summary proposal 

Posted on 26th May 2025 by Frances Barry

Promoting Self-Efficacy in students with ADHD 

More and more students are presenting with ADHD (stats).  This increase has caused some controversy in the field and attracted a lot of negative media attention. UAL has embraced this increase and, leaning even more into the social model of disability, now offers support to students without a full diagnosis. Due to long waiting times for assessment and diagnoses, students were missing out on support. 

There has long been an argument that ADHD is under diagnosed especially for women and girls. Evidence suggests that girls are better at masking ADHD but this comes at quite a cost to their mental health. 

ADHD is different for each person, but commonalities exist. Problems associated with executive functioning; planning, organising workload, time management, memory and problems with self- regulation. 

Despite having average or above average intelligence there is a tendency to devalue their own achievements which causes high levels of frustration and stress related to academic work. This can contribute to a lack of self-esteem, low motivation and a gap in intelligence and achievement. 

As a Specialist Study Skills tutor, I already offer strategies and techniques to improve executive functioning.  However, I recently read a paper on how self-efficacy and self-esteem may be improved by employing a Positive Psychology approach, emphasizing traits such as optimism and perseverance, well-being, satisfaction and interpersonal skills (Costello & Stone, 2012, p. 119).  

ADHD students usually have negative images of the ‘academic self’ due to historical failures with education and suggestions that their struggles are more to do with behaviour (lazy) as opposed to function. Low self-worth affects motivation. 

So, if students can be encouraged to focus on their strengths, they might be more optimistic about their ADHD and study skills.  I already promote these thought processes through metacognitive exercises but what I am proposing is using a more directed approach underpinned by positive psychology.  Not counselling as I am not qualified to deliver that. Nor would the intervention ignore wider institutional and structural biases that impact on attainment.  I need to do more research and discuss with my peers, but I believe I can come up with an appropriate model to carry out a pilot. 

Positive Psychology and Self-Effi cacy: Potential Benefi ts for … 

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Religion, Belief and Faith

Posted on 20th May 2025 by Frances Barry

Do we need more space for faith?

Marx famously said that religion was the opium of the people, a means of social control. An institution used by the ruling classes to oppress and subjugate the proletariat, offering a hope of happiness in the next life that they were really entitled to in this, cited in Bocock & Thompson (1985).  Religion has been weaponised to impose social control over entire communities. In Northern Ireland where I grew up a ‘religious’ war raged for 30 years. It was less about religious differences and more about domination and maintaining an unjust status quo by using religion to divide and rule and promote fear of the ‘other’ (Bigo & Guittet 2011). Since 9/11 the Muslim world has been targeted and criminalised as a result of the War on Terror. Just by virtue of being a member of that community you are more likely to be subjected to surveillance and suspicion (Bigo & Guittet 2011). Meanwhile the ultra-right, often citing crimes against Christian beliefs are eroding many of the human rights worked hard for and won for women, people of colour and the LGBTQ community.

There is ample evidence to support the existence of the more sinister aspects of how religion is politicized by the dominant institutions that hold power (Rekis, 2023).  Religion is racialised to discredit other interpretations of similar creeds.  Black led Christianity in the US is deemed less relevant. Misogyny and racism are employed to simplify the discourse associated with Muslim women who chose to wear the veil (Rekis, 2023).

Seen in this light, there seems to be little to commend religion and academia and liberal commentators, on the whole, embrace secularism and the promotion of scientific ideas, said to be underpinned by objective reason and rationality, to discuss metaphysics and philosophical debate (Rekis 2023). However given the state of the world, this approach may need a rethink.  Climate change denial, state sanctioned genocide, extreme inequality in allocation and access to resources does not scream reason and rationality.  

Rekis’s paper calls for opportunities for people from different religious groups to feel safe to talk about and share how their religious ‘self’ informs their world view. This space is currently not available in academia (2023).

Neumann goes further.  In his paper he builds on 3 key pedagogies, briefly outlined below and promotes the idea of ‘faith as a critical pedagogy’ (2011).  A discourse to get people to consider what they share rather than what separates them and encourage them to work together for social justice. He approaches his concept from 3 different directions. Caputo’s proposition that reason and belief, contrary to popular thinking are not that far apart, Tillich’s articulation of faith as being the ‘quality of having ultimate concern’ and Freire’s early religious faith and connections to liberation theology (2011, p. 603)

We need a paradigm shift. We need faith in social justice, start a dialogue on what philosophies underpin the belief systems of all of humanity, not just the patriarchy….’ to collide marginalized conceptualizations of faith with a new analysis of critical pedagogy….’ (Neumann, 2011, P. 602).  Faith as a critical pedagogy could provide a framework that embraces people’s religious identities or philosophical positions, their lived experience, not the dogma and exclusive practices promoted by religious institutions. We need different world views to form and provide different economic and political models.   Solidarity not divide and rule.

Bigo, D. & Guittet, E. P. (2011) Northern Ireland as metaphor: Exception, suspicion and radicalization in the ‘war on terror’

 Bocock, R. & Thompson, K. (1985) (ed) Religion and Ideology. Manchester University Press.

CRITICAL PEDAGOGY AND FAITH – Neumann – Wiley Online Library (accessed 25/03/25)

Rekis (2023) Religious Identity and Epistemic Injustice: An Intersectional Account (accessed 20/5/25)

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UNIT TWO INCLUSIVE PRACTICE

Posted on 30th April 2025 by Frances Barry

Intersectionality and disability 

Crenshaw originally used the concept of intersectionality to denote the various ways in which race and gender interact to shape the multiple dimensions of Black women’s experiences. Her objective was to illustrate that many of the experiences Black women face are not subsumed within the traditional boundaries of race or gender discrimination (1990).  

More recently the term has been adopted by academia to frame identity as a layered concept.  There are many ways of being and of being discriminated against.  Identity is multifaceted and intersectional and how we position ourselves is affected by this intersectionality.  It is not a way of describing people but can be used as a lens through which to understand how social structures create vulnerabilities in people that can result in inequality and discrimination (Nayak, 2025). We identify and are identified via class, race, gender, sexuality, age, (dis)abled. According to Lukkien et al, disability and class are invisible identities and in the 38 papers included in their review only one paper focussed on class, while disability and age were the categories least observed (2023)  

Identity is a social construct, and individuals are seldom in control of how their identities are perceived. Power dynamics are always at play and cultural and political systems mean social identities are placed in a hierarchy, not least in HE settings. (Lukkien, 2023) 

So how can the concept of intersectionality help improve the practice of teaching and learning in a HE environment?  As a Specialist Tutor working with neurodiverse students, I became involved in a workshop within ADSHE/PASSHE, our professional body.  The aim was to recommend what intersectionality might look like in practice, how it could be used by Specialist Tutors when working with students whose ’disability’ is the identity at the forefront of the teaching and learning experience but only one aspect of their lived experience.  Since Intersectionality is a Black Feminist theory, recognising and owning the impact of racial discrimination is paramount (Nayak 2025) 

 Nyak (2025) writing from a social work perspective and Phoenix (2018) educational policy, see intersectionality as a framework of practice rather than a concept for discussion.  A praxis not a strategy.  Inclusive practice needs to be more than a statement of intent. Allyship and challenging discriminatory practice is a position available to everyone working in HE and is a collective responsibility (Lukkien et al, 2023).   Ways of working that assist this process are many and verified and I list but a few.   

Admit that you can’t imagine someone else’s experience as we all have different experiences based on the aspects of ourselves that intersect and are visible at a personal and societal level.  However, we will listen, learn and offer solidarity (Nayak, 2025). Question existing models, theories and approaches to pedagogy which inform existing policies and practices.  Interrogate the context that indicates power dynamics in given situations, including where we position ourselves, ‘Privilege checking’ Mcintosh (1988) as cited in Phoenix, (2018).  Understand the impact of multiple oppressions and historical bias against anyone who inhabits the spaces outside societal norms. Spaces that can be rich, educational and enlightening when seen as distinct from, not deficient to ‘the norm’.   

Crenshaw, K. (1990) Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color https://moodle.arts.ac.uk/pluginfile.php/2020062/mod_folder/content/0/Crenshaw%201990%20Intersectionality.pdf?forcedownload=1 

Lukkien, T. Chauhan, T. Otaye-Ebede, L. (2023) Addressing the diversity principle–practice gap in Western higher education institutions: A systematic review on intersectionality https://moodle.arts.ac.uk/pluginfile.php/2020062/mod_folder/content/0/Lukkien%2C%20Chauhan%20and%20Otaye-Ebede%202024.pdf?forcedownload=1 

Nyak, S. (2025) Why Intersectionality is vital to anti-discriminatory practice https://www.researchinpractice.org.uk//all/news-views/2021-september/why-intersectionality-is-vital-to-anti-discriminatory-practice/ 

Phoenix, A. (2018) What is intersectionality? https://www.thebritishacademy.ac.uk/blog/what-is-intersectionality/ 

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MICRO TEACHING

Posted on 17th March 2025 by Frances Barry
The Monster

MICRO TEACHING – Object Based Learning 3rd February 2025 

One of the most challenging tasks to date on the course was the 20-minute micro teaching activity. Not the activity itself, as I went on to discover, but the anticipation.  Object Based Learning (OBL) is not a pedagogy I use in my teaching.  The guidance provided suggested giving your activity an introduction to provide context for the participants, but this would have given the game away. After reading the HEA paper recommended, Hardie, I decided to adopt the method outlined in case studies 1 & 2; promoting an element of surprise. 

The object I chose was a monster which represents the 3rd year student dissertation\extended essay. To reveal, object as metaphor, at the beginning would have changed the exercise. I was pitching the OBL activity at the other teachers in the room not the neurodiverse students I work with. The feedback indicated that this was the right move. 

All neurodiverse students are unique, but we can make some assumptions based on evidence and students’ disclosures about common challenges many face; getting ideas down on paper, sourcing and applying relevant research, processing information, planning and structuring written work, editing techniques. Students report issues with concentration and focus.  Not that they cannot concentrate and focus but find it difficult to focus on what they need to do to plan and execute the extended essay. Time management can be a big issue, not just dealing with competing priorities but knowing what to prioritise. They can see the big picture but are unable to visualise the component parts. 

 Students internalise often negative experiences from previous brushes with education.  They report, because they have been told, that they are slow readers, slow to understand and comprehend key information, unable to organise workload, procrastinators and not very good at writing down ideas. 

Often students project this negative self-image onto their approach to written work and are perfectionists or may feel ‘what’s the point’.  Therefore, the prospect of writing a dissertation plays to their deepest fears. How can we help to change this mind set or at least provide enough scaffolding to allow the student to approach the task while minimising stress levels?  In my experience support needs to be based on a concrete concept, nothing too abstract, and broken down. 

So how can the monster help? Monsters are socially constructed, as are academic conventions.  How can students be encouraged to deconstruct the monster and make it less fearsome? 

For the OBL activity I provided a worksheet and asked participants to response to some basic questions. What do you see when you see the monster? Why do you think you have these initial responses to the monster? Emotional responses, fear or thoughts of childhood.  When they felt afraid!   Metacognition is key to academic enjoyment and my logic is, getting students to think about the basis for their fear of monsters might enable them to think about the basis of their fear of their dissertation and repackage into something they can work with. 

Worksheet for Object Based-Learning (OBL) 3rd February 2025

‘If I cannot inspire love I will cause fear’ (The Monster, Mary Shelley’s Frankenstein)

Skills I want students to develop through this activity

● Communication

● Understanding of key concepts

● Research skills and confidence

● Inspiration

Key learning aim. Does the activity work?

Broad research question questions to help students formulate ideas about the object and reflect on initial responses.

  1. What do you see when you see the monster?

Starting point could be own experience of monsters (might talk about emotional responses, fears or thoughts of childhood or be more interested in how it is made?). These responses might be grouped as philosophical frameworks and physical techniques.

2. Why do you think you have these initial responses to the monster?

3. Who/what might the monster represent?

4. Where might monsters and their manifestations lurk?

5. How might you rationalise and deconstruct your relationship to the object (given that it is only an object)?

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1st Case study

Posted on 17th March 2025 by Frances Barry

Knowing and meeting the needs of diverse learners 

Navigating neurotypical spaces 

Introduction & Background 

I am a Specialist Tutor working with students who are neurodiverse.  This term was first introduced in the late 1990s and groups together a whole range of neurological difference including dyslexia, dyspraxia, autism, ADHD and Autism, (Pollak, 2009) cited in (Damiani, 2018). 

Broadly speaking students who fall under this category, though all unique, think and experience their environment differently to neurotypicals.  Not least because social and learning environments are geared to satisfy societal norms. Neurodiverse students perceive and interact based on how their neurons are connected.  Differences may not be apparent but can mean that these students are constantly working very hard to understand what is expected of them. They may also have heighted sensory perceptions so react more acutely to the smells, sounds, light and space around them (Damiani, 2018). 

Evaluation 

To ensure best practice I keep up to date with evidence-based research and training to enable me to better understand how neurodiverse students think. All Specialist tutors have a teaching qualification and complete a log of CPD for the professional body.  We can apply this knowledge and skills in our tutorials with students, but it is also our responsibility to help students navigate the HE landscape and through developing their own metacognition equip them with strategies to identify barriers, triggers and mitigate to ‘rebalance’ (Damiani, 2018, P19) 

The wider HE institution has some responsibility under the Equalities Act 2010 but is often driven by priorities that create conditions that make it difficult for staff to support their full cohort of students, never mind neurodiverse students in ways that promote learning and minimise stress.  

Moving Forward 

The UAL Disabilities service operates within the Social Model of disability and provides advice and training to the staff on the taught courses to help to remove barriers to attainment and ensure reasonable adjustments are in place for students that have a right to them. What I learn on this course will provide me with opportunities to share knowledge with my team regarding pedagogy, teaching and learning theories and assessment models that are directly relevant to equality of access for neurodiverse students across the institution. For example, I am going to replicate and share with my team, the Object Based Learning (OBL) microteaching exercise proposing a visual aid to deconstruct dissertations. 

I am hoping that the focus on inclusion that underpins this course will afford me opportunities to offer advice to policy makers that might help to reduce barriers that impact neurodiverse students’ attainment levels and their overall enjoyment of university life.  It’s a wonderful time if the student is equipped to become a critical thinker and feel confident to question the root causes of challenges they face.  The term ‘reasonable adjustments’ is very loose, and students deserve more rigour in the application, not least recognition by institutions that they have a duty to reduce fundamental barriers related to access, teaching styles, pedagogies and assessment models. (Bhagat & O’Neill, 2011).  This course is providing me with valuable communication tools to assist in this process  

References 

Bhagat, D. & O’neill, P. (2011) Inclusive Practices, Inclusive Pedagogies Learning from Widening Participation Research in Art and Design Higher Education. CPI Group (UK) Ltd Croydon 

Damiani, L. M.  (2018) On the spectrum within art and design academic practice     (accessed February 2025) 

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2nd Case study

Posted on 17th March 2025 by Frances Barry

Planning and teaching for effective learning

Planning in the face of crisis

Introduction

Students access Specialist Study Skills as and when they need it.  The best scenario is when students access at the start of term and can focus on the learning rather than assignment deadlines. This isn’t always the case, and some access the tutorials when they have already fallen behind or have been given a brief they are struggling with, have more than one competing priority or have a resubmission. The first session should be when we discuss study needs with a student, long and short goals and draw up an individual learning plan.  This is not always achievable when a student only wants to focus on the deadline and what they need to do to submit the assignment.

Evaluation

While it is important to deliver student led tutorials, being on the PGCE has reminded me how important it is to have a robust time management plan.  Delivering crisis management to students is not effective in the long term and often you never see those students again until the next crisis. Neurodiverse students dislike being asked to work under pressure (Grant, 2010) so time management is essential.

Moving Forward

Regardless of what crisis the student presents with I am going to ensure that we have the space and time to take a breath and reflect on how the current situation came to pass.  Is it a one off, illness or another personal situation. Or a pattern. I have a vey basic weekly planning grid that I find is invaluable for getting students to think about how they use their time. It acts as a schema, creating a visual model of how they experience time (Mortimore, 2008). Everything they need to do goes in the grid not just academic work.  Once university, life, work, family, health, priorities are included, all colour coded, we can look for gaps to dedicate to the assignments.  Guilt free time is factored in as students can lose their sense of enjoyment if their studies seem out of control.  Prep for lectures and seminars is noted, any admin tasks. Time allocated to the assignments is task orientated. What exactly will they do in the time?  I encourage students to visualise themselves sitting down at a desk starting work.  Not just say they will spend all afternoon in the library.  Once they are sitting down, the time allocated to the task is chunked.  Breaks are needed.

As well as planning time more effectively this exercise, if reviewed and repeated weekly start to show patterns related to learning styles and learning preferences. (Mortimore, 2008). How do they work best, where and when in the day? It helps them move away from the notion that time is the enemy and instead developments metacognition to critically evaluate how they use their time (Medina et al, 2017).

References

Grant, D. (2010) That’s the way I think Dyslexia, dyspraxia and ADHD explained. 2nd edn. Oxon: Routledge.

Medina, S, Castleberry, A. N. Persky, A. M. (2017) Review: Strategies for Improving Laerner Metacognition in Health Professional Education. Available at: https://pubmed.ncbi.nlm.nih. (Accessed 20 February 2015) 

Mortimore, T. (2008) Dyslexia and Learning Style: A Practioner’s Handbook 2nd edn. West Sussex: Wiley & sons. 

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3rd Case study

Posted on 17th March 2025 by Frances Barry

Assessing learning and exchanging feedback 

Promoting metacognition using feedback 

Introduction 

Metacognition is the skill of thinking about thinking (Mortimore,2008). Being more aware of how you think is a skill that aids critical thinking and problem solving, crucial for academia and real-life work situations.  Metacognition enables knowledge of one’s own thought processes, which interact with internal and external forces such as motivation or type of instruction and 3 self-assessment skills: planning, monitoring and evaluation. (Medina et al,2017) 

Evaluation 

Developing proficiency in these skills takes time and relies on the application of cognitive processes that neurodiverse students reportedly struggle with. Self-directed learning or self-regulated learning is a goal when teaching students to become independent learners. However neurodiverse students who have slow processing speeds, weak working memory, poor concentration and who lack confidence when communicating their ideas and evidence in a written format may need more instruction to really think about how they learn best and how best to apply this knowledge so they feel more in control of their own learning. (Mortimore,2008) 

Moving forward 

I encourage students to always ask for and reflect on feedback.  Some find this exercise more useful than others.  Often if they get a lower grade than they expected they do not even want to read it. 

I plan to use feedback in a more structured or directed way to encourage students to use it to help to develop metacognition? The more students are encouraged to critically think about what the feedback is telling them about their planning and execution of the task the better they will become at monitoring their process and evaluating if they have understood and hit the brief. 

There are tried and tested study skills for planning.  We all produce better work when we have time to plan or more importantly know how to plan. Directing students to consider how they planned the work and breaking down each stage helps students to reflect on how better planning of time and research can help to achieve a better outcome.   Outcomes can include an Essay, reflective piece, portfolio, ‘making’. 

Directing the student to evaluate whether they clearly understood what they needed or wanted to do to realize the outcome will help them to develop their critical thinking skills.  Were they surprised by the feedback? Directing them through the comments and asking them to monitor whether they agree. Students who critically reflect on their own work can more easily judge whether the feedback reflects the work they had done or not done because of bad planning, or if it may be a communication issue and the marker needs to be better educated in how a neurodiverse brain thinks, which is never wrong, just different.  The marker may have missed the point articulated by their neurodiverse brain and it is a communication issue. 

References 

Medina, S, Castleberry, A. N. Persky, A. M. (2017) Review: Strategies for Improving Learner Metacognition in Health Professional Education. Available at: https://pubmed.ncbi.nlm.nih. (Accessed 20 February 2015) 

Mortimore, T. (2008) Dyslexia and Learning Style: A Practioner’s Handbook 2nd edn. West Sussex: Wiley & sons. 

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1st Reflection

Posted on 17th March 2025 by Frances Barry

1st Reflection: Induction Day

What’s in a name!

I was absolutely delighted when I got the news that I have been accepted onto the

PCGE Teaching Art, Design and Communication. When I was applying, I had my

doubts as I am not an ‘art practitioner’. Paperwork all done and

dusted I was invited to an induction meeting at the beginning of December. So far so

good. Feeling fab.

Then I read the instructions…please bring something to draw with!! My heart sank. I

can’t draw. Had I completely misunderstood the course content? Had my application

form somehow slipped through the application process. Imposter syndrome

materialised and came to sit on my shoulder.

Imposter syndrome can affect anyone at any time, although research indicates that

women seem to be more affected, regardless of their proven abilities and

experience. (Breeze et al, 2022)

However, in this instance my doubts about my abilities were founded in the real fact

that I could not draw. So, what else could I do to reassure myself that I was as

qualified to do this course as the next person? How to challenge the Imposter

Syndrome?

Imposter syndrome has been defined by Slank, cited in Breeze et al, as a ‘failure of

rationality’ (2022, pp.4). We tend to examine ourselves and reflect critically on

our abilities, despite a track record that evidences that we are good at what we do.

Research suggests that Imposter Syndrome is associated with individuals who may

Feel ‘othered’ in an institutional setting. Women and other marginalised groups. It is

important to recognize the very real structural and cultural bias in institutions,

including HEs that can define a person position in academia implicitly and explicitly

and feed the imposter syndrome but that is for another discussion. In this instance I

focus on what sparked this particular attack. Why did I feel inadequate?

The title of the course is Teaching Art, Design and Communication. When these

words are put together what meaning can be derived? To my mind Teaching and

communication are straightforward concepts and pose no threat to my confidence.

Art and Design suggest a more specialist skills set. I would never describe myself as

an artist or a designer in the traditional sense. I’m not an art practitioner.

Language is coded and is used to classify and identify in given environments. In my

mind, in the Art school the practitioner is right up there at the top of the hierarchy.

Those that ‘do’ have more agency, are more authentic. Belong. What space do I

inhabit in this context? There has been much discussion regarding what is Art.

Ergo what is an artist? Is it more useful to think of myself as a ‘creative’? Much

more comfortable with that.

Reference

Breeze, M. Addison, M. Taylor, Y. (2022) Introduction Situating Imposter Syndrome in Higher Education. Available at: https://strathprints.strath.ac.uk (Accessed 6th February 2025)

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2nd Reflection

Posted on 17th March 2025 by Frances Barry

  2nd Reflection: Decolonising the curriculum 

Ireland is Britain’s first colony (Miller, 2014, pp.6). However, Ireland’s status as a colony is debated in academic and historical retellings of the history of the island. Ruane (1992), cited in Miller suggests that economists, sociologists and anthropologists have tended not to analyse the political, economic and cultural development of Ireland in colonial terms. Miller and other contributors in the book he edited argue that this has led to a lack of understanding of deep-seated issues that affect Ireland and the conflicts endured over the centuries (2014).  

The country experienced years of occupation and even now is divided with 6 counties, ‘Ulster’ still part of the UK. I have put Ulster in inverted comas because the actual province of Ulster has 9 counties but lost 3 due to gerrymandering when the south of Ireland gained independence in 1921. Since then, Northern Ireland has been in a state of flux affecting political, economic and social development and creating a culture of violence and divide and rule.  An uneasy peace was declared in 1998 under The Good Friday Agreement.   

As a woman hailing from Northern Ireland, who came to London in the 1980s, I was very surprised that when I spoke to people who were overtly political and interested in civil and human rights issues at home and abroad, the situation in Northern Ireland, was little understood.  I concluded that our ‘Troubles’ were just too close to home. Civil rights movements in other parts of the world were given more purchase. Sympathy with causes ebbs and flows and the narratives change all the time whether told by academics or the media.  One thing that does not change is that the dominant version is the version controlled by the people with power. 

The decolonising agenda seeks to up end this tradition which is why I chose the Decolonising the library article from the reading list.  The paper calls for the need to deconstruct and critique existing collections held in libraries and achieves and invites us to question certain premises. Who is telling the story? Who owns the knowledge. Who are the gatekeepers? And who is accepted into the canon? 

Since Rhodes Must Fall campaign in 2015 there have been repeated calls for a systemic change to how perceived knowledge and academic ‘truths’ are produced, stored and distributed. This paper, as the title suggests is focused on documents held in libraries and archives. Libraries are not neutral. It is a call for Action not Reform and the ‘objectivity’ of past research methodology is called into question. The current focus on inclusion and diversity are not enough. Existing knowledge is ‘coded’. There needs to be epistemic pluriversity’ (Mignolo, 2013b; Mbembe, 2016, cited in (Crilly, 2019, pp.4). Libraries can be sites of resistance and change but change needs to be radical not reformist. (Crilly, 2019) 

References 

Crilly, J. (2019) Decolonising the library: a theoretical exploration  

Vol 4 / Issue 1 (2019) pp.6-15 Spark: UAL Creative Teaching and Learning Journal (accessed 2nd February 2025) 

Miller, D. (2014) (Editor) Rethinking Northern Ireland Culture, Ideology & Colonialism. 2nd edn. London: Routledge 

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3rd Reflection

Posted on 17th March 2025 by Frances Barry

3rd Micro teaching Reflection   

I have always thought of Frankenstein’s monster as a very misunderstood character.  Created by an eminent scientist who put it out there and then for various reasons turned his back on it and abdicated all responsibility when the intentions of the monster became interpreted as menacing because of how it was packaged.  This is sometimes how I view academic conventions.  Rules of academic engagement perceived of in the mists of time and left to wander the corridors of HE institutions, rifting ‘If I cannot inspire love I will cause fear’ Shelley, (1994, pp141). 

One of the scariest manifestations of said conventions is the dissertation.  This is especially true for neurodiverse students for whom the dissertation represents the communication of their ideas using methods that they find the most challenging or have been continuously told they are not very good at. Hence the fear factor.  My job is to work with students to break down this fear.  To encourage them to really examine why the task is so fearful After all research can be such a pleasurable pursuit when it’s not packaged as a monstrous task. 

It was with this in mind that I chose a monster for the OBL activity.  I was feeling very apprehensive as to whether using an object as a metaphor for a dissertation would translate.  At first, I wrote an introduction providing context.  Then after reading Hardie’s paper concluded that I should just present the object with a worksheet outlining some key questions. After the group had spent some time going through the questions, I revealed the true purpose of the object, which proved to be a bit of a revelation.  

Reflecting on the exercise there are key moments that evidenced to me what worked and what didn’t and initial and further evaluation of these will enable me to improve on this activity when undertaking with my students.  I’m not sure I would ask the participants to write down responses to the questions, although all reported that this exercise helped them to think more deeply about what the monster represented for them. Instead, I would facilitate more of a shared discussion.  I would also encourage them to touch and handle the object as someone expressed interest in what material it was made from.  The object itself elicited quite a visceral response.  Opinions ranged from judging the object as more violent than monstery to thinking it was quite cool. Students will bring their own perspectives when asked to deconstruct the ‘monster’ and hopefully all will find redeeming qualities.  Ethics came up, in a lighthearted way.  How responsible was it to get students to carry out an exercise that asked them to access deep fears?  Something to reflect on but facing our fears can be so liberating. 

References 

Hardie, K.  (2015) Innovative pedagogies series: Wow: The power of objects in object-based learning and teaching. Higher Education Academy  

Shelley, M. (1994) Frankenstein. London Penguin Books Ltd. 

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