Blogging Task 3: Race.
As a brown woman having grown up in different countries and cultures part of a family of mixed nationality and race, have myself been a student in design schools and encountered various and often complex situations where I have been seen as ‘exotic’, ‘an exception’ or otherwise ‘othered’.
The sentiments expressed in the video about race in and the Rhode Island School of Design are very familiar to me. Often in my studentship comments and feedback from tutors expressed these shortcomings.
The very foundation of my Masters project while studying at the Design Academy in Eindhoven, The Netherlands was to open dialogue on matters of identity/ identity politics in a rapidly-urbanising, capitalistic and space where the gaze is predominantly centred on the ‘West’ for cultural, social and economic reference. More specifically, I proposed a transformative ‘space’ (in form of a magazine publication) for young people in Maputo, Mozambique (my birth country) to express, open dialogue and ultimately ‘negotiate’ their roles as ‘agents’ of cultural appropriation and expression – rather than passive consumers and by default ‘followers’ rather than ‘leaders’.
My research which aimed, in the first instance, to ‘map’ out the participants aspirations and sources of inspiration shaping their sense of self (this involved discussing music & brands, for instance) was met with comments like ‘Where are the Drums?’.
Now in a position of tutorship, I see the importance of listening and seeing the learning space as a space for explorations, ideas and ultimately challenging the status quo.
Our role as tutors is to acknowledge the value of the discourses the students want to hold, help to guide/facilitate (theoretically, but also practically) a deeper understanding of the challenges they are addressing, but that ultimately the learning spaces they are accessing can be transformative.
This unit on the PG Cert, Inclusive Practices, has been empowering for me. Having transitioned from studentship to now tutorship in a/the familiar space, has made me very conscious of how important it is to ‘listen’. The student cohorts where I teach now are far more racially diverse than when I was a student (where I was the only person of colour). It is important for me that the experiences I had in learning spaces, although enriching in many ways, was limited and my ideas often seen as ‘challenging’.
As Freire states “It is not our role to speak to the people about our own view of the world, nor to attempt to impose that view on them, we must realise that their view of the world, manifested variously in their action, reflects their situation in the world.”
Hi Rachel. Thank you for this heart felt post. I am saddened but not surprised to hear your experience as a student, I found the video fascinating but also concerning to hear so many different experiences. Like you, this unit has made me realise the importance of listening and being open to discussion, to explore ideas and as you say, challenge the status quo. As you state, as tutors we have the power to create and support transformative spaces for our students. Having observed you teach, I know you are fantastic at this. Likewise, as a student 20+ years ago I can recall little diversity at art college or university. It is wonderful to see how this has improved and as our tutor Stacey told us on more that one occasion during our online sessions – we are the ripples that can ultimately, make the waves.