Supporting Change

1. Supporting Change Valuing diversity in the workshop

2. Equality • One of the best aspects of being a technician is that I can treat all students work equally as there is no formative assessment of the work they create during the workshop sessions.

3. Technical references • The reference books that I use to produce hand outs and instructions for equipment and techniques are mostly, although not exclusively, based on western fashion and textile skills. • Nearly all the visual images used in the workshop are technical related, but could benefit from an update to represent a wider range of processes from different cultures, but there are many non western techniques already, such as sashikoquiltling, kumihimo, and batik.

4. Visual References • The sample board has written descriptions of the techniques, and I use this as visual aid to help students explain the work they are trying to create. All students using the workshop are encountering new terminology for the first time, so this is really beneficial as a technical teaching aid.

5. Language • The workshop inductions are the most formal type of teaching, all the students receive a handout to refer to during and after the training, as there is a lot to take in during a short session. I feel that this is an aid to all students, especially those for whom English is a second language, hearing impaired students, or those with dyslexia. I am hoping to make the information available on line for next term. Luxon and Peelo (2009) found that having systems in place to assist students for whom English is not their first language can actually benefit all students who are are encountering technical and analytical language for the first time.

6. Visual Aids • The sample board has written descriptions of the techniques, and I use this as visual aid to help students explain the work they are trying to create. All students using the workshop are encountering new terminology for the first time, so this is really beneficial as a technical teaching aid.

7. Support • The students are free to choose what techniques they use after the initial training periods. Most of the students work independently, and will get individual attention to ask about technical problems, but I also try to keep an open atmosphere where I encourage students to utilise additional learning resources, learning support or pastoral care that is available.

8. Diversities & Similarities • Hooks (1994) and Eisenschlas and Treveskes (2007) recommend making space for all students voices in the learning environment, as a way to celebrate diversity and discover similarities.

9. Unconscious Bias • I am currently working on creating a new format for the noticeboard in the workshop to make it a more inclusive, student centred resource. Asking students to add there own influences to the board, so that their voices are represented and to increase my awareness of artistic and design references outside of my field, hopefully reducing my own ‘unconscious bias’ (Binna Kandola 2009) in the process. This is a work in progress which I hope to be a rolling program to value diversity in the workshop.