Philosophy of Education research and action research portfolio

1. Philosophy of Education research and action research portfolio A Conference paper and publication as output followed by examples of further dissemination Submitted by Ranjana Thapalyal, Graduate School Output No. 3

2. "Towards a Curriculum of Consciousness: "An African and Asian Interface for NewPhilosophy of Art and Contemporary Cultural Practice, Tested Through Action Research” 2504 Ranajna Thapalyal. Graduate School Banner of ‘4 Minds’ virtual learning environment, used as a communication hub and archive fro the action research project. .

3. Canada International Conference on Education, TorontoAn international conference inviting interdisciplinary and discipline specific research in education. (postponed from 26-28 April 2010 to 24-26 May 2010) CICE 2010 was funded by Palgrave McMillan; The Infomatics Society; Correctional Service, Canada; SAP;World Scientific Journals Paper published in refereed conference proceedings May 2010 CICE-2010_Proceedings.pdf http://radar.gsa.ac.uk/2504/1/CICE-2010_Proceedings.pdf The ideas developed in this paper, and trough the action research project it describes, have been applied and dissmeinated in a variety of situations Abstract: "4 Minds" is a trans- disciplinary pedagogic action research project taking place at Glasgow School of Art in affiliation with Goldsmiths College University of London. Seven colleagues were invited to test Thapalyal’s proposal that self reflective approaches to art and art education could be developed from a deconstruction and selection of Hindu and Yoruba philosophical theories. (continued) Image one & a description of what we are looking at in the context of the project.

4. January 2009-June 2010The ‘4 Minds’ project aimed to open dialogue regarding the nature of self and the place for critical contemplative approaches in Art School education. The idea of the self, introduced through two ancient traditions, was therefore placed into contemporary contexts of social responsibility and individual agency. The project included special events such as musical lecture demonstrations, and visiting speakers. Information was disseminated and archived via a cross-school virtual learning environment. It has resulted in archived reusable teaching material including recorded lectures and events.

5. The project was trans disciplinary in nature. Initially a staff action research team was set up, with students envisaged as taking a respondent mode. As the project progressed, a student research team was formed, as a direct outcome of enthusiasm expressed by second year students emerging from the course through which the theoretical material was disseminated. Being phenomenological in nature, the project ties in well with reflection on the educational process as a whole, and encourages an active awareness of learning and teaching exchanges. It’s use of postcolonial critical analysis embeds a method of researching the broader cultural contexts of works form unfamiliar cultures or eras, and an interest in recognising multiple perspectives Image one & a description of what we are looking at in the context of the project.

6. There are now three ‘generations’ of student team members, with members of the first team having graduated and now developing their own research theories in their teaching and artistic practices. One has been teaching in Switzerland and Romania, others are working in Scotland, and the most recent team is working developing research logs and practices reflective of their learning experience on the project, as well a so their aspirations for art school education. All staff and student teams will be invited to exhibit/ publish the resulting works/texts. Image one & a description of what we are looking at in the context of the project.

7. May 2010-present The ‘4 Minds’ project has directly influenced methodologies of Inter-disciplinary curriculum development for the Master of Research in Creative Practices, GSA. This one- year postgraduate taught programme takes a highly disciplined approach to the notion of practice as research. It delivers an internationally inter-culturally aware curriculum, and employs a pedagogy of reflective practice. The programme is team taught, with input from specialist tutors and partnerships with curators and media specialists. As programme leader, work includes programming the various courses, input of material on education, Yoruba concepts, Sanskrit theatre, and designing of new material specifically looking at defining and furthering interdisciplinarity and a rigorous understanding of practice as research. The M.Res in Creative Practices has been credited as having influenced several new programmes at the University of Chester, i.e. the MA Creativity and Education for the Professions, and a module on the EdD. Image one & a description of what we are looking at in the context of the project. Image one & a description of what we are looking at in the context of the project.

8. Methodologies and ways of thinking philosophically about art, education, and society initiated by the CICE conference paper and ;4 Minds project have fed into conference papers and October 2011“Freedom and Compassion in the Arts Curriculum”International Journal of Art and Deign education and the National Society for Education in Art and Design conference, “The Centrality of Art, Design and the Performing Arts to Education,”An international conference reflecting on the value of art design and performing art education in a climate of economic crisis, and strategies for highlighting their continuing relevance. Abstract:In the context of an arts industry that sees itself as vulnerable and oppressed, this paper asks, how do we become “fully human” in Freire's sense, as artists and educators? Are we producing citizens who are able to live with empathy and compassion, and might a move forward require an arts education that includes philosophical self reflection alongside political and social critique? Image one & a description of what we are looking at in the context of the project. Image one & a description of what we are looking at in the context of the project.

9. May 2010 "Thinking Through Effects of Race Equality Discourse on BME Staff in the Academy: silence within the storm” Paper written for Round Table “Putting Race on the Scottish Higher Education Agenda” Held at the University of Glasgow, organised by Rowena Arshad, Centre for Education for Race Equality Scotland (CERES) University of Edinburgh, Philomena de Lima, University of the Highlands and Islands, and Vicky Gunn, University of Glasgow. Aimed at raising awareness of the significance of race issues in the HE sector. Topics included enquires into how race issues are perceived and dealt with in Higher Education pedagogy, support services, within the disciplines, and through implementation of legislation. education that includes philosophical self reflection alongside political and social critique? Image one & a description of what we are looking at in the context of the project. Image one & a description of what we are looking at in the context of the project.

10. March 2012 Royal Conservatoire of Scotland Research colloquia ‘A Walk with Voice- towards a postcolonial feminist metaphysics’ Paper developing possibilites and contexts for feminism from anceint Indian thought . May 2012 Glasgow School of Art Postgraduate Forum Keynote paper A further development of ‘A Walk with Voice- towards a postcolonial feminist metaphysics’ Image one & a description of what we are looking at in the context of the project. Image one & a description of what we are looking at in the context of the project.

11. Sources of images forming banner on slide 1 ( Banner used in ‘4 Minds’ Virtual Learning Environment’ Composite head of Vishnu (Vaikuntha) 11th century CE, Salonki Michel, George (editor): In the Image of Man- The Indian Perception of the Universe Through 2000 Years of Painting and Sculpture. Hayward Gallery, 1982. Flying female warriors11th century CE, ChandelaMichel, George (editor): In the Image of Man- The Indian Perception of the Universe Through 2000 Years of Painting and Sculpture. Hayward Gallery, 1982. Ayagpatta Jain cosmic diagram, Mathura, 1st century CE, Kushan Red sandstone 89x 92 cm Michel, George (editor): In the Image of Man- the Indian Perception of the Universe through 2000 Years of Painting and Sculpture. Hayward Gallery, 1982. Mask headYoruba, Ife 12th- 15th century CE Copper 33 x 19 cm. The National Commission for Museums and Monuments, Lagos. Royal Academy exhibition catalogue (1995). Africa: the Art of a Continent. London page 416. Ogboni headTerracotta, 18th - 19th century CE (?)Private collection, Brussels. H. 38 cm Royal Academy exhibition catalogue (1995). Africa: the Art of a Continent. London pages 416, 418.