Volume: NULL
Issue: NULL
Year: 2021
Author(s): Liz Bunting University of the Arts London, UK, Vikki Hill University of the Arts London, UK
In this paper, we reflect on a strand of educational development work that aims to foster belonging and develop compassionate pedagogies within a UKcreative arts university in response to COVID-19 and global calls for racial justice. We underpin our paper with our theoretical understanding ofbelonging as a relational phenomenon and explore how this aligns with antiracist policies and practices. We present our rationale for the design ofpodcasts as dialogic, affective and asynchronous tools for use in educational development to respond to both practical and epistemic needs. Contributionsfrom academic and support staff on ‘myth-busting belonging’ are explored as we consider the implications for educators in planning and delivering thecurriculum. We position the role and responsibility of institutions to design and implement equitable policies and practices, to support staff to fosterbelonging, as central to this work.
Documents:
Relational_Reflections_How_do.docx
Relational_Reflections_How_do.pdf