Category Archives: Uncategorised

Please see link below for the project presentation slides: Presentation slides [link]

Quoted literature Alvesson, M. (2012) ‘Views on interviews: A skeptical review’, in Interpreting Interviews. London: SAGE Publications. Blair B. (2011) ‘At the end of a huge crit in the summer, it was “crap” – I’d worked really hard but all … Continue reading →

I’ve divided the report into two parts to address the dual themes and resultant interventions in the crit session. The first part will discuss formality in practice: considering results of both the scaffolding template and the peer-to-peer feedback design. The … Continue reading →

I have chosen reflexive Thematic Analysis (Braun & Clarke, 2022). Therefore, I will use my own positionality, as practitioner/educator, in the process of meaning-making from the data. As this study is rooted in pedagogy, hence a theory-based approach, I will … Continue reading →

In the development of this intervention, I have relied on analysis of statistics and pedagogical theories as well as my own personal experience of design interventions in the structuring of crit sessions. In applying action research (McNiff & Whitehead, 2010), … Continue reading →

Rationale for introducing professional readiness in the crit session In my recent experience of the composition of cohorts, with regards to socio-economic background, I felt that familiarity with industry provided an advantage for some more privileged students. The Sutton Report … Continue reading →

Completing the Ethical Action Plan was a challenging process as this was new territory for me. I was grateful for Frederico’s input and below is my final version: Ethical Action Plan [link]

Rethinking the Crit – Fostering a professional mindset as a way to promote inclusivity (Research question: What practice-based interventions can make crit sessions more inclusive, while fostering professional readiness?) Situating my progress Focusing on the issues examined in my Case … Continue reading →

Working title: Rethinking the Crit – Fostering a professional mindset as a way to promote inclusivity

Introduction This intervention is shaped by Kimberlé Crenshaw’s theory of intersectionality, which helps us understand how different parts of identities, like race, gender, class, or disability, can overlap to affect how critique sessions are experienced in the classroom. Alongside this, … Continue reading →