Title: (En)Countering Resilience through Critical Reflective Practice in Post-Pandemic Hybridity
Stream: Education / Pedagogy
Presentation Type: Live-Stream Presentation
Aleya James, Royal College of Art and Design, United Kingdom
This paper demonstrates the intertwining of a model of reflective critical practice as a teaching device and an aspect of reflexive pedagogical practice on a Graduate Diploma in Art and Design at the Royal College of Art (RCA), London. The paper centres around “Process of Enquiry”, a model developed collaboratively by two RCA colleagues and since embedded as an explicit teaching tool into the Graduate Diploma. The presentation demonstrates the model, showcasing one example of its use as a pedagogical mechanism to scaffold art and design students’ interdisciplinary practices. Here, the aim is to direct students’ focus towards experimentation and exploration - processes rather than products or outcomes - and an acceptance of risk and failure. As such, the model imbues resilience in students. The presenter then demonstrates how she uses “Process of Enquiry” as a form of reflexive practice in order to reformulate one module of the Graduate Diploma to meet the needs of the program as it expands and moves towards a hybrid model of simultaneous virtual/physical teaching and learning. In this sense, the modules’ new aim is to support and encourage autonomy and resilience in students as they navigate post-pandemic pedagogical forms. In the promotion of such resilience, a critical question remains as to whether or not hybridity is an optimal form of teaching and learning and whether this form of resilience should indeed be encouraged. As novel modes of teaching and learning emerge, the “Process of Enquiry” continues its imperative as a constructive, critical practice.
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