My Action Research Project (ARP) is a continuous progression from my Inclusive practice (IP) intervention. (UAL, 2026)
https://gsmith.myblog.arts.ac.uk/wp-admin/post.php?post=177&action=edit
There were questions that were still unanswered. I had an idea to create collaborative cards that not only represented cultural diversity but that harnessed students’ ways of working in an interactive and fun way. Partly this was unfinished business from my Inclusive Practice (IP).
Students’ creative ideas developed the collaborative cards, students took the lead and I was happy to facilitate. I became the student or the designer, listening, asking questions and creating their version of collaborative harmony. Flipped learning took place and I was happy to facilitate.
Intersections of who we are does not stop when we work collaboratively. Students are sometimes reluctant to share their cultural identities that can occasionally influence them and their working styles. Creating a safe space for sharing and creating discussions provides a great opportunity for collaborative working. Palfrey, (2017, p.5) spoke about diversity and free expression and how they are linked. This can lead to fairness, safe spaces and equity.
Fusing culture with ideation seamlessly is one of the main aims of my project. This tool will be of benefit to my Academic Support department in working with students within our workshops and my practice. This tool will provide an entry of discussion about areas that are sometimes uncomfortable. This will also be a useful tool for course teams to implement in their delivery of lessons.
I would like to create an intervention with an intersectional framework for social justice. This stemmed from my interaction with Crenshaw, (2013) in the IP unit.
‘I want to suggest that intersectionality offers a way of mediating the tension between assertions of multiple identity and the ongoing necessity of group politics.’ (Crenshaw, 2013, P.10)
I have learnt so much from this process. The idea that change and development cannot be rushed. This project is ongoing and further research and studies will need to be continued.
The responses from students have been admirable. Their desire to try new things and express themselves in a way that is endearing and encouraging. We are evolving every day. Proudness does not equate to isolation.
‘I am proud of my culture, but I am not just my culture. Get to know me and ask questions.’ (LCC student, 2025)
Yes, our cultural identity does not define us, however it can enrich others and our own experiences when we ask questions and have discussions. It is having an awareness of our own intersectionalites and sharing our life journeys. Our collaborative and learning experiences can only be enhanced when we create spaces of change.
References
Crenshaw, K.W., 2013. Mapping the margins: Intersectionality, identity politics, and violence against women of color. In The public nature of private violence (p.10). Routledge.
Palfrey, J., 2017. Safe spaces, brave spaces: Diversity and free expression in education. mit Press.
UAL (2026). Log In ‹ gsmith’s blog — WordPress. [online] Arts.ac.uk. Available at: https://gsmith.myblog.arts.ac.uk/wp-admin/post.php?post=177&action=edit [Accessed 14 Jan. 2026].
First stage – Final Summary of the results of the collaborative cards questionnaire.xlsx