Race

Shade of Noir: Shades of Noir

How could you apply the resources to your own teaching practice?

This site has everything to support staff and students with an array of resources to dig into from pedagogy to case studies, a creative database and programs such as “Teaching Within”. The aim of the site is to develop an awareness of the existence of injustice in our society and to develop social justice theory and pedagogy. It also gives clear framework, guidance and support for staff and students. 

I will use SoN’s resources as a source of information to facilitate critical conversation with students and staff and to refer a student if/when necessary. I will also do my own research (cultural & references) in order to better engaged with social justice in my class and to expand the diversity of the films references I give in my lectures. 

I am also planning on doing a lecture about inclusivity in the film industry. I will use SoN’s as my main source of information and approach concepts such as netiquette, identity, intersectionality and representation. I will also include the pedagogy of ‘teaching people how to think not what to think’^[1] and critical pedagogy.^[2]

How could you integrate the research/work your students do on this subject into your teaching/professional practice?

As our students write their own script I will strongly encouraged them to develop their identity in order to find their own voice and creativity. I will also encourage responsible conversations about the issues highlighted in their work and give guidance and feedback that are honest, fair, respectful and empathic.

I will create a safe place to discuss these issues where conversations will be respectful and constructive. I am acutely aware of the importance of the language used in a conversation and I will make sure to speak slowly and clearly with uncomplicated language. 

The aim of these conversations will be to encourage self-growth, open-mildness and awareness. 

Can you cite examples?

Many of my students write script dealing with different themes encompassing racism, homophobia, mental health, religion and disability. These themes are discussed during script writing session with the relevant tutor and I now include in my lectures space to discuss further these issues with the students.

Representation is also an important aspect that I promote. I will highlight the importance of having actors that have a diverse ethnicity, gender, sexual orientation, ability, faith, economic and social background.

I will also integrate the notion of individual responsibility and the need for the next generation of filmmaker to be aware of and to denounce the lack of social justice in their industry, their craft and potentially in the film they create. 

Hahn Tapper (2013) ‘A pedagogy of social justice education: social identity, theory and intersectionality’, Pp. 411- 417

This journal examines the different aspects of social justice education. It highlights the importance of including social identity in all implementation of education as discussed by P. Freire^[3]. It shows the importance of students and teachers engaging in critical reflexion, living a communal experience where the students are leading and the teachers are guiding.

The journal also explores power dynamic in social groups in HE.

Social Identity Theory (SIT) argues that social identity underpins intergroup behavior (as oppose to interpersonal behaviour). It focuses on social context as the key determinant of self-definition and behaviour. It is said that people are the product of their environment and will behave as such reproducing status quos such as the fear of the other.

Knowing that race is a social construction, with significant social consequences^[4], it seems that education and the awareness of one’s interpersonal behaviour are key to challenge the perception of people of colour’s social identity. For a real societal change, intergroup relation needs to evolve to a fair and just power dynamic.

Ted talk video “Witness Unconscious Bias”. Josephine Kwhali

Quite few reflexions spark from watching Josephine Kwhali’s Ted Talk video “Witness Unconscious Bias”. The first one is the importance of being aware of the nurtured aspect of racism. Nobody is born racist. There is also no such thing as unconscious bias. Today everybody is aware of racism and unconscious bias cannot be the feel-good medicine for a bruise white fragility. 

Institutional racism in High Education is linked to white privilege and therefore conscious decisions were/ are made in order to maintain a power dynamic that is to their benefit. It is the responsibility of each of us to be conscious of the injustice and to act upon it when confronted to us. 

Another reflection that emerge from Kwali’s words is the white fragility and the white denial that allows the status quo. A look at today ‘s American politics and the debate around critical race theory is enough to show us a flagrant example of white anxiety and white denial. 

‘Retention and attainment in the disciplines: Art and Design’ Finnigan and Richards 2016.

The attainment gap between black students who gain an upper degree and white students is of 33%. This journal explores how curricula, culture, pedagogy and practice influence and affect the learning and success of people of colour in High Education.

For example, it shows that the process of selection not only need to take in consideration how class works as a barrier, but also how socioeconomic privilege works to thicken and complicate the barriers of age, disability, gender, race and sexuality^[5].

It highlights how Art & Design pedagogies are paramount for the engagement and retention of students of colour. Indeed, students should be encouraged to explore their own identity in their work and should be supported creatively and emotionally. Art and Design educators need to be aware of the power of their feedback and should be encouraging and knowledgeable of other cultural background.

The journal also shows that Art education has been described as Eurocentric, racist and imperialist and a curriculum reform and a social change are now necessary for an Inclusive Teaching & Learning in HE.^[6]

Finally, it points out that ethnic diversity among staff is important for both Black and White students, as it provides positive role models, as well as a range of perspectives that enrich learning and demonstrates an institution’s commitment to diversity.

“That racist measures are not only retained, but actually extended, suggests that policy makers have decided (tacitly, if not explicitly) to place race equity at the margins – thereby retaining race injustice at the centre.”^[7]

Additional Resources

‘Room of Silence’ from Rhode Island School of Design

The very first impression I have when watching this documentary is that students of different ethnicity are craving talking about race, racism and relationship between different races in their arts.  

Instead of meeting this need with support, guidance and feedback it is disregarded by a white normative curriculum and teachers that do not want to approach these issues either because they do not know how to or do not want to. 

White fragility, white denial and white guilt, all play a part in the way the issues are dealt with. From a student words: “I don’t think that responsible analysis and criticism and discussion on the issues of identities and so forth should be something that you can opt out of.”^[8] Indeed, it is an individual responsibility that needs to be addressed and educated.

Bibliography: 

Shades of Noir website. Shades of Noir

Freire P. (2006) Pedagogy of the Oppressed.

Hahn Tapper (2013) ‘A pedagogy of social justice education: social identity,

Theory, intersectionality and empowerment’

Ted talk video “Witness Unconscious Bias”. Josephine Kwhali

‘Room of Silence’ from Rhode Island School of Design

‘Retention and attainment in the disciplines: Art and Design’ Finnigan and

Richards 2016.

Privilege and Oppression in Counselor Education: An Intersectionality Framework

C. D. Chan, D. Cor, M. P. Band. 2018. Counselor Education Faculty Publications and

Presentations Counselor Education

Students’ Experience of Identity and Attainment at UAL 

Final year 4 report of a longitudinal study for the University of the Arts London. 2017

Education Policy as an Act of White Supremacy: Whiteness, Critical Race Theory and Education Reform. D. Gillborn. Educational Foundations & Policy Studies – Institute of Education

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^[1] Shades of Noir website. Teaching Within 1:2016 – 17. Carole Morrison.

^[2] Freire P. (2006) Pedagogy of the Oppressed. 

^[3] Freire P. (2006) Pedagogy of the Oppressed.

^[4] Dhruvarajan 2000

^[5] Bhagat and O’Neil 2011a

^[6] Hatton 2015

^[7] D. Gillborn. Education Policy as an Act of White Supremacy: Whiteness, Critical Race Theory and Education Reform. Institute of Education

^[8] ‘Room of Silence’ from Rhode Island School of Design 12:48 – 12:59