1C Rationale
“The aim of education – in fact the aim of life- is to work joyfully and to find happiness.”
Summerhill (1960)
Action Research Project: Growing Equity
Research Question: “How can student self-evaluation impact critical thinking, anxiety, and compassion among students of diverse backgrounds, abilities, and needs to bridge inclusive gaps?”
“One cannot conceive of objectivity without subjectivity.”
Paulo Freire, Pedagogy of the Oppressed
Background
As the course leader for the MA Animation program at the London College of Communication since 2015, my journey in education has been unconventional. My academic roots trace back to experimental, interdisciplinary schools that emphasized hands-on learning, drawing inspiration from Steiner and Montessori methodologies. These educational approaches foster self-directed activity, hands-on learning, and collaborative play. Inclusivity has always been a cornerstone of my philosophy and recent reflections on my nationality and lived experiences have unveiled biases, propelling me towards a deeper understanding of neurodiversity and the inclusion of hidden disabilities, following my own identification as neurodivergent.
“The oppressed, having internalized the image of the oppressor and adopted his guidelines, are fearful of freedom.”
Paulo Freire, Pedagogy of the Oppressed
Context
The MA Animation Course at the London College of Communication was initially part of the Design School in 2015 and later transitioning to the screen school, the move brought a sharper focus with less space for playfulness and inter-disciplinarity and a more diverse student body. During the recent course revalidation I shifted the major project to mid-year unit to allow student to enjoy more freedom in their project, instead emphasizing career development and self-actualization for the last unit where the demand of the industry are more strict. This also change aimed to enhance accessibility to the course, independent of additional funding.
For the ARP Project I originally, I intended to integrate student self-assessment for the last unit , but stringent assessment regulations prompted a change towards co-creation of content and self evaluation with students. This facilitated a student-led design of course outcomes, enhancing student autonomy.
My ARP’s early stages concentrated on examining the effects of self-assessment on critical thinking, anxiety, and compassion in higher education. Collaborations with disability experts and consultations with Dynaya Bhutipunthu from MUIC, who has experience in similar projects, informed my approach. The next steps involved conducting a comprehensive literature review, obtaining ethical clearance, and planning the methodology.
The project’s evolution focused on the influence of self-evaluation on critical thinking, anxiety, and compassion among higher education students. This research intersects educational psychology, pedagogy, and social justice, underscoring its relevance in fostering an inclusive learning environment. The project aims to ensure that self-assessment techniques are universally accessible, trying to embody the democratization of education in line with Freirean principles of liberating the curriculum. My personal interest in this research stems from its potential to significantly enhance students’ academic and emotional well-being.
In my ARP, social justice underpins the equitable distribution of opportunities, resources, and privileges, aiming to reduce inequalities across various social markers, including race, gender, and economic status, creating an equitable educational environment where all students, regardless of their background or abilities, have equal opportunities for success. By focusing on self-evaluation’s impact on critical thinking, anxiety, and compassion, the project addresses disparities in academic experiences, striving for inclusivity and accessibility in self-evaluation methods. The ultimate goal is to level the educational playing field, empowering both students and staff in higher education settings.
This ARP aspires to test the use of educational self-evaluation through unit content co-creation as a tool for creating an inclusive and equitable learning environment for all students, laying the groundwork for future explorations in this vital area.
Annotated Bibliography
Summerhill School: A New View of Childhood by A.S. Neill presents the philosophy and practices of the Summerhill School, founded by Neill in 1921 in England. This educational experiment explored the importance of freedom and self-regulation in the learning process, challenging traditional educational methods and assumptions about childhood and learning. The core idea of Summerhill is that education should be tailored to the needs and interests of the child rather than conforming to a predetermined curriculum. Neill believed that children learn best in an environment where they are free to pursue their own interests at their own pace, an approach that fosters a love of learning, creativity, and emotional development. The school operates on the principle that children are naturally curious and have an innate desire to learn, and when given the freedom to explore, they will learn what they need to know to become well-rounded adults. Summerhill is also known for its democratic approach to school governance, where students and teachers have equal say in decisions affecting their community, including rules and disciplinary actions. This system teaches children responsibility, social justice, and the importance of community and cooperation. Neill’s book also delves into the theory of his educational philosophy, drawing on his experiences and observations at Summerhill. He addresses criticisms and misconceptions about his methods, particularly concerns that freedom might lead to chaos or underachievement but it emotional well-being and individuality of children.. Through case studies and examples, Neill demonstrates his approach nurturewell-adjusted, independent, and happy children who are capable of thinking for themselves and contributing positively to society.
Pedagogy of the Oppressed, written by Paulo Freire and translated by Myra Bergman Ramos, is a work in the field of critical pedagogy :it is a profound critique of traditional education systems, which Freire argues perpetuate social hierarchies and oppressive structures by treating students as passive recipients of knowledge: “banking concept of education,” which diminishes the critical consciousness of students, making it harder for them to challenge oppressive realities. Freire proposes a shift towards a “problem-posing” education, which fosters critical thinking, dialogue, and the co-creation of knowledge between teachers and students. This approach is designed to empower the oppressed by helping them to recognize and challenge the social, political, and economic injustices that affect their lives. Education, in Freire’s view, is a form of liberation, not just a transfer of information. The book is divided into chapters that explore the nature of oppression, the roles of oppressors and the oppressed, and the process by which education can become a practice of freedom. Freire speak of the importance of dialogue, love, humility, and hope in the educational process. He argues that liberation is a mutual process: the oppressed must liberate themselves and their oppressors, as both are trapped in roles that de-humanize them. The introduction by Donaldo Macedo explore Freire’s work within contemporary educational and social landscapes, and warns about its potential misuses and misunderstanding leading to sterile methodologies.
Bibliography
- Freire, P. (2000). Pedagogy of the Oppressed, 30th anniversary edn, translated by Myra Bergman Ramos, with an introduction by Donaldo Macedo. New York: Continuum.
- Mellow Kyler (2022) YouTube. Video Audiobook: Freire, P. (2018). Pedagogy of the Oppressed. 4th edn. [ebook] New York: Bloomsbury Academic: Available at: https://www.youtube.com/watch?v=9NzKrFAaCsA (Accessed: 07 June 2023-03 February 2024).
- Neill, A.S., 1998. Summerhill School: A New View of Childhood. Revised ed. New York: St Martin’s Press.