Disrupt the Discourse

What is the issue? 

Critical pedagogy is a philosophy of education and social movement which applies critical theory concepts and traditions to the field of education and the study of culture. It insists that issues of social justice and democracy are not distinct from acts of teaching and learning. The goal of critical pedagogy is emancipation from oppression through an awakening of the critical consciousness, based on the Portuguese term conscientização. 

The Disrupt the Discourse project was developed to help academics and teaching staff to engage in new, fresh and exciting ways of looking at the world through the lived experiences of students. New ways that disrupt traditional discourse through the lens of critical theory and praxis. Lecturers are supported to find creative ways to collaborate with students as part of learning and teaching by encouraging students to question the status quo and develop their capacity to be agents of positive social change.  

What did we do? 

An eLearning resource and toolkit was created consisting of podcast interviews, articles, webinars, live-streamed conversations with academics, community partners and activists exploring themes of critical race theory, intersectionality, and decolonising education. This was designed to support teachers in introducing these ideas and concepts as part of their pedagogy.  There are currently nearly thirty contributions to the toolkit including eight case studies applying theory to praxis in the classroom. The development and dissemination of the toolkit was promoted by six workshops on anti-racist practice.  

Student Curriculum Partners (students who work with lecturers to promote more inclusive curriculum content) were invited to review the toolkit and a group has been formed to promote ways in which the toolkit can be used to improve pedagogy. 

What has been the impact? 

  ‘staff and academic colleagues who have engaged, have disclosed that they have increased confidence in exploring themes and issues of race and race inequality as part of this practice.’   

Some examples of impact on the resource 

• Evaluation report on the pilot delivered in 2021/22
• Mentimeter feedback on the toolkit has been gathered on the toolkit and sessions from participating staff
• Based on quotes lifted from participants from more recent cohorts, the toolkit also provides prompts for reflections on learning and teaching approaches:  

“Using sections of the toolkit as part of developmental discussions is a great way to stimulate dialogue about the themes of inclusive and equitable practice in a workshop environment. For example, reviewing a video or podcast in the toolkit that touches on disrupting hegemonic whiteness, can spark the question "What are the implications for teaching and learning practice?" "How does this influence assessment and feedback practices?" 

• Architecture and Design subject area colleagues are exploring the way the principals can be adopted within the school more widely to address the awarding gap.  

“The project's strength is its dynamism in its ability to be adapted depending on the School and curriculum context, encouraging dialogue and more buy-in from colleagues. This should encourage unique and diverse case studies to emerge as a result of the intervention. For example, the Art, Architecture & Design School will look different from those in Human Sciences engaging with race and positionality as part of their discipline.” 

Could the practice change be rolled out more widely? 

This project is currently being considered by the Centre for Equity and Inclusion as an institution-wide resource.