When a dolphin is not a dolphin<\/strong>: Odi Oquosa, University of Sussex<\/h3>\n\n\n\n![\"A](\"https:\/\/blogs.sussex.ac.uk\/daretotransform\/files\/2023\/04\/image.png\")
Odi with an object he created in response to the colonial symbolism on the University of Sussex coat of arms.<\/figcaption><\/figure>\n\n\n\nOdi\u2019s work examined the colonial symbolism of the dolphin: a key feature of the University of Sussex\u2019s coat of arms and the Victoria Fountain in Brighton\u2019s Old Steine and examined the effects that colonial symbolism has on collective wellbeing. Odi presented some of the objects he created in response to these symbols, and showed us how this type of awareness and artistic creativity can bring opportunities for the academic community to collectively heal from colonial oppression and support difficult, cross-cultural dialogue.\u00a0<\/p>\n\n\n\n
Learning to unlearn via postcolonial library legacies for decolonial educational future<\/strong>s: Alice Corble, University of Sussex<\/h3>\n\n\n\n![\"\"](\"https:\/\/blogs.sussex.ac.uk\/daretotransform\/files\/2023\/04\/Capture-1024x577.png\")
<\/figure><\/li><\/ul>A slide taken from Alice’s presentation. The slides asks how important is the university library, as a centre for learning and a repository for institutional memory, to understand contemporary calls to decolonise the university.<\/figcaption><\/figure>\n\n\n\nAlice presented her AHRC-RLUK-funded research project<\/a>, which explored the foundational role of Sussex Library and archives in the University’s postcolonial origins, institutional development, and what this can teach us about contemporary calls to decolonise the university and its curricula. Alice demonstrated the importance of critically engaging with the library as a learning space and as a site of institutional memory (and forgetting). Realising that the library is not an inert space but, through the diversity of both its collections and users, libraries become spaces where knowledge can be rethought.\u00a0\u00a0<\/p>\n\n\n\nDecolonising and praxis<\/strong>: Rachel Stenner and John Masterson, University of Sussex<\/h3>\n\n\n\n![\"\"](\"http:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2023\/04\/Ripping-up.png\")
<\/figure><\/li><\/ul>An image of two texts that John and Rachel engage with in their teaching as they work towards a decolonial education: The Cosmography and Geography of Africa<\/em> and Teaching Race in the European Renaissance<\/em><\/figcaption><\/figure>\n\n\n\nJohn and Rachel spoke about their experiences of teaching and trying to decolonise modules that treat colonisation in very different ways and in different periods. They discussed the need for a decolonial approach to teaching and learning at all cohort levels, but especially at levels three and four, when students first enter into the University. John and Rachel explained that the current tendency to leave decoloniality to final year modules fails to understand decolonisation as a continual political response. <\/p>\n\n\n\n
Embracing authority – when punk pedagogy met the Hare Krishnas<\/strong>: Mike Dines, Middlesex University<\/h3>\n\n\n\n![\"\"](\"http:\/\/blogs.sussex.ac.uk\/learning-matters\/files\/2023\/04\/Mike-1024x850.jpg\")
<\/figure><\/li><\/ul>A photograph of Mike presenting on the punk band Subhumans, and speaking about them as educators<\/figcaption><\/figure>\n\n\n\nMike spoke about punk as a pedagogical tool, which in his youth taught him to interrogate authority, and become politically engaged in issues related to gender, race, animal rights, pacifism and anti-capitalism. Mike then asked the audience what happens when \u2018rules\u2019 are embraced and when punks turn to established institutions for guidance? Drawing specifically on his research on Krishnacore, this keynote looked at the complex interchange between punk pedagogy and the Hare Krishna Movement and opened up discussion about the tensions of bringing punk approaches to learning into Higher Education institutions. <\/p>\n\n\n\n
Silverstone Productions: A fast, self-financing course ranking booster<\/strong>: Jeremy Sheldon, University of Sussex<\/h3>\n\n\n\n![\"\"](\"https:\/\/blogs.sussex.ac.uk\/daretotransform\/files\/2023\/04\/silverstone-1024x680.png\")
Silverstone Productions logo<\/figcaption><\/figure>\n\n\n\nJeremy spoke about his film production company Silverstone Productions which, among other things, develops, finances and produces work by Sussex University filmmakers and writers. Silverstone Productions has strong links to the film industry and the support of leading practitioners in the field. Jeremy is calling for Silverstone Productions to be positioned alongside the curriculum at Sussex, allowing students to develop and produce their own films to a level that is professionally credible and persuasive. The opportunities provided by Silverstone Productions will provide an invaluable learning experience for students wanting to enter into the film industry, as well as add to the profile of the university\u2019s filmmakers more generally. <\/p>\n\n\n\n
Learning by doing – innovative models for fostering community connection<\/strong>: Katherine Kruger, University of Sussex<\/h3>\n\n\n\n![\"\"](\"https:\/\/blogs.sussex.ac.uk\/daretotransform\/files\/2023\/04\/katherine-300x281.jpg\")
<\/figure><\/li><\/ul>Katherine and Jeremy answering questions from the audience<\/figcaption><\/figure>\n\n\n\nKatherine has been exploring community engagement as a tool for improving the experiences of students from groups which are under-represented at the University of Sussex. Katherine spoke about how her students have the opportunity to become involved in various forms of community engagement, such as charities supporting Gypsy, Roma and Traveller people in Brighton and Hove. Katherine spoke about the advantages community engagement brings to student confidence, belonging, satisfaction, and learning. <\/p>\n\n\n\n
Find out more <\/h3>\n\n\n\n
We have started putting together a Padlet wall<\/a> collating the scholarship of teaching and learning from arts and humanities perspectives. This is a growing resource. Please feel free to add to it. <\/p>\n\n\n\nWhat next? <\/h3>\n\n\n\n
This is the first of these types of MAH scholarship events. We hope this will be the first of many. The day established links between people who undertake teaching and learning through arts and humanities approaches. Collaborative ways of working were identified, and ideas and resources were shared. Please don\u2019t hesitate to contact Viki Walden v.walden@sussex.ac.uk<\/a> or Sarah Watson sarah.watson@sussex.ac.uk<\/a> if you would like further information about the event or support with producing scholarship within an arts and humanities context. <\/p>\n","protected":false},"excerpt":{"rendered":"On Wednesday the 19th April the School of Media Arts and Humanities (MAH), in collaboration with Educational Enhancement (EE), hosted an event celebrating the scholarship of teaching and learning (SoTL) from arts and humanities perspectives. The symposium established a space…<\/span><\/p>\n
Odi\u2019s work examined the colonial symbolism of the dolphin: a key feature of the University of Sussex\u2019s coat of arms and the Victoria Fountain in Brighton\u2019s Old Steine and examined the effects that colonial symbolism has on collective wellbeing. Odi presented some of the objects he created in response to these symbols, and showed us how this type of awareness and artistic creativity can bring opportunities for the academic community to collectively heal from colonial oppression and support difficult, cross-cultural dialogue.\u00a0<\/p>\n\n\n\n
Learning to unlearn via postcolonial library legacies for decolonial educational future<\/strong>s: Alice Corble, University of Sussex<\/h3>\n\n\n\n<\/figure><\/li><\/ul>A slide taken from Alice’s presentation. The slides asks how important is the university library, as a centre for learning and a repository for institutional memory, to understand contemporary calls to decolonise the university.<\/figcaption><\/figure>\n\n\n\nAlice presented her AHRC-RLUK-funded research project<\/a>, which explored the foundational role of Sussex Library and archives in the University’s postcolonial origins, institutional development, and what this can teach us about contemporary calls to decolonise the university and its curricula. Alice demonstrated the importance of critically engaging with the library as a learning space and as a site of institutional memory (and forgetting). Realising that the library is not an inert space but, through the diversity of both its collections and users, libraries become spaces where knowledge can be rethought.\u00a0\u00a0<\/p>\n\n\n\nDecolonising and praxis<\/strong>: Rachel Stenner and John Masterson, University of Sussex<\/h3>\n\n\n\n<\/figure><\/li><\/ul>An image of two texts that John and Rachel engage with in their teaching as they work towards a decolonial education: The Cosmography and Geography of Africa<\/em> and Teaching Race in the European Renaissance<\/em><\/figcaption><\/figure>\n\n\n\nJohn and Rachel spoke about their experiences of teaching and trying to decolonise modules that treat colonisation in very different ways and in different periods. They discussed the need for a decolonial approach to teaching and learning at all cohort levels, but especially at levels three and four, when students first enter into the University. John and Rachel explained that the current tendency to leave decoloniality to final year modules fails to understand decolonisation as a continual political response. <\/p>\n\n\n\n
Embracing authority – when punk pedagogy met the Hare Krishnas<\/strong>: Mike Dines, Middlesex University<\/h3>\n\n\n\n<\/figure><\/li><\/ul>A photograph of Mike presenting on the punk band Subhumans, and speaking about them as educators<\/figcaption><\/figure>\n\n\n\nMike spoke about punk as a pedagogical tool, which in his youth taught him to interrogate authority, and become politically engaged in issues related to gender, race, animal rights, pacifism and anti-capitalism. Mike then asked the audience what happens when \u2018rules\u2019 are embraced and when punks turn to established institutions for guidance? Drawing specifically on his research on Krishnacore, this keynote looked at the complex interchange between punk pedagogy and the Hare Krishna Movement and opened up discussion about the tensions of bringing punk approaches to learning into Higher Education institutions. <\/p>\n\n\n\n
Silverstone Productions: A fast, self-financing course ranking booster<\/strong>: Jeremy Sheldon, University of Sussex<\/h3>\n\n\n\nSilverstone Productions logo<\/figcaption><\/figure>\n\n\n\nJeremy spoke about his film production company Silverstone Productions which, among other things, develops, finances and produces work by Sussex University filmmakers and writers. Silverstone Productions has strong links to the film industry and the support of leading practitioners in the field. Jeremy is calling for Silverstone Productions to be positioned alongside the curriculum at Sussex, allowing students to develop and produce their own films to a level that is professionally credible and persuasive. The opportunities provided by Silverstone Productions will provide an invaluable learning experience for students wanting to enter into the film industry, as well as add to the profile of the university\u2019s filmmakers more generally. <\/p>\n\n\n\n
Learning by doing – innovative models for fostering community connection<\/strong>: Katherine Kruger, University of Sussex<\/h3>\n\n\n\n<\/figure><\/li><\/ul>Katherine and Jeremy answering questions from the audience<\/figcaption><\/figure>\n\n\n\nKatherine has been exploring community engagement as a tool for improving the experiences of students from groups which are under-represented at the University of Sussex. Katherine spoke about how her students have the opportunity to become involved in various forms of community engagement, such as charities supporting Gypsy, Roma and Traveller people in Brighton and Hove. Katherine spoke about the advantages community engagement brings to student confidence, belonging, satisfaction, and learning. <\/p>\n\n\n\n
Find out more <\/h3>\n\n\n\n
We have started putting together a Padlet wall<\/a> collating the scholarship of teaching and learning from arts and humanities perspectives. This is a growing resource. Please feel free to add to it. <\/p>\n\n\n\nWhat next? <\/h3>\n\n\n\n
This is the first of these types of MAH scholarship events. We hope this will be the first of many. The day established links between people who undertake teaching and learning through arts and humanities approaches. Collaborative ways of working were identified, and ideas and resources were shared. Please don\u2019t hesitate to contact Viki Walden v.walden@sussex.ac.uk<\/a> or Sarah Watson sarah.watson@sussex.ac.uk<\/a> if you would like further information about the event or support with producing scholarship within an arts and humanities context. <\/p>\n","protected":false},"excerpt":{"rendered":"On Wednesday the 19th April the School of Media Arts and Humanities (MAH), in collaboration with Educational Enhancement (EE), hosted an event celebrating the scholarship of teaching and learning (SoTL) from arts and humanities perspectives. The symposium established a space…<\/span><\/p>\n
- <\/figure><\/li><\/ul>
A slide taken from Alice’s presentation. The slides asks how important is the university library, as a centre for learning and a repository for institutional memory, to understand contemporary calls to decolonise the university.<\/figcaption><\/figure>\n\n\n\n Alice presented her AHRC-RLUK-funded research project<\/a>, which explored the foundational role of Sussex Library and archives in the University’s postcolonial origins, institutional development, and what this can teach us about contemporary calls to decolonise the university and its curricula. Alice demonstrated the importance of critically engaging with the library as a learning space and as a site of institutional memory (and forgetting). Realising that the library is not an inert space but, through the diversity of both its collections and users, libraries become spaces where knowledge can be rethought.\u00a0\u00a0<\/p>\n\n\n\n
Decolonising and praxis<\/strong>: Rachel Stenner and John Masterson, University of Sussex<\/h3>\n\n\n\n
- <\/figure><\/li><\/ul>
An image of two texts that John and Rachel engage with in their teaching as they work towards a decolonial education: The Cosmography and Geography of Africa<\/em> and Teaching Race in the European Renaissance<\/em><\/figcaption><\/figure>\n\n\n\n John and Rachel spoke about their experiences of teaching and trying to decolonise modules that treat colonisation in very different ways and in different periods. They discussed the need for a decolonial approach to teaching and learning at all cohort levels, but especially at levels three and four, when students first enter into the University. John and Rachel explained that the current tendency to leave decoloniality to final year modules fails to understand decolonisation as a continual political response. <\/p>\n\n\n\n
Embracing authority – when punk pedagogy met the Hare Krishnas<\/strong>: Mike Dines, Middlesex University<\/h3>\n\n\n\n
- <\/figure><\/li><\/ul>
A photograph of Mike presenting on the punk band Subhumans, and speaking about them as educators<\/figcaption><\/figure>\n\n\n\n Mike spoke about punk as a pedagogical tool, which in his youth taught him to interrogate authority, and become politically engaged in issues related to gender, race, animal rights, pacifism and anti-capitalism. Mike then asked the audience what happens when \u2018rules\u2019 are embraced and when punks turn to established institutions for guidance? Drawing specifically on his research on Krishnacore, this keynote looked at the complex interchange between punk pedagogy and the Hare Krishna Movement and opened up discussion about the tensions of bringing punk approaches to learning into Higher Education institutions. <\/p>\n\n\n\n
Silverstone Productions: A fast, self-financing course ranking booster<\/strong>: Jeremy Sheldon, University of Sussex<\/h3>\n\n\n\n
Silverstone Productions logo<\/figcaption><\/figure>\n\n\n\n Jeremy spoke about his film production company Silverstone Productions which, among other things, develops, finances and produces work by Sussex University filmmakers and writers. Silverstone Productions has strong links to the film industry and the support of leading practitioners in the field. Jeremy is calling for Silverstone Productions to be positioned alongside the curriculum at Sussex, allowing students to develop and produce their own films to a level that is professionally credible and persuasive. The opportunities provided by Silverstone Productions will provide an invaluable learning experience for students wanting to enter into the film industry, as well as add to the profile of the university\u2019s filmmakers more generally. <\/p>\n\n\n\n
Learning by doing – innovative models for fostering community connection<\/strong>: Katherine Kruger, University of Sussex<\/h3>\n\n\n\n
- <\/figure><\/li><\/ul>
Katherine and Jeremy answering questions from the audience<\/figcaption><\/figure>\n\n\n\n Katherine has been exploring community engagement as a tool for improving the experiences of students from groups which are under-represented at the University of Sussex. Katherine spoke about how her students have the opportunity to become involved in various forms of community engagement, such as charities supporting Gypsy, Roma and Traveller people in Brighton and Hove. Katherine spoke about the advantages community engagement brings to student confidence, belonging, satisfaction, and learning. <\/p>\n\n\n\n
Find out more <\/h3>\n\n\n\n
We have started putting together a Padlet wall<\/a> collating the scholarship of teaching and learning from arts and humanities perspectives. This is a growing resource. Please feel free to add to it. <\/p>\n\n\n\n
What next? <\/h3>\n\n\n\n
This is the first of these types of MAH scholarship events. We hope this will be the first of many. The day established links between people who undertake teaching and learning through arts and humanities approaches. Collaborative ways of working were identified, and ideas and resources were shared. Please don\u2019t hesitate to contact Viki Walden v.walden@sussex.ac.uk<\/a> or Sarah Watson sarah.watson@sussex.ac.uk<\/a> if you would like further information about the event or support with producing scholarship within an arts and humanities context. <\/p>\n","protected":false},"excerpt":{"rendered":"
On Wednesday the 19th April the School of Media Arts and Humanities (MAH), in collaboration with Educational Enhancement (EE), hosted an event celebrating the scholarship of teaching and learning (SoTL) from arts and humanities perspectives. The symposium established a space…<\/span><\/p>\n