Promoting Resilience in Higher Education
Resilient Ethical Practice
Across all themes we worked to foreground student voice, use arts-based methods to develop new knowledge, and focus on the value of generating and evaluating alternate perspectives.
It’s not all black and white…
Foregrounding Student Voice
Students realised that “It’s not all black and white” when it comes to resilient ethical practice.
This image was about how we want it all to be black and white and the teacher being really poised and together, being able to take the long view (like the woman appears to be taking).
Problem is, it’s not black and white, the context sends in all sorts of things we need to deal with- (experiences, diversity) and sometimes that can feel overwhelming, but at the same time, we are able to respond to these things, by sending out the coloured bolts in response (as well as ‘covering your arse’ with a hat!).
There’s more than I'm aware of…
Generating Alternate Perspectives
PSTs identified the need to be more aware of students’ backgrounds and experiences. The pieces produced recognise the need to be more aware and others will have their own perspectives on them too.
Being aware of yourself and what you feel…people around you come from different backgrounds and experiences.
You might feel like doing what the man in the middle is doing (eyes open, glaring!), but recognising that as a teacher, you can't, and people will be looking at you (from the left and right), and having their own perspectives on you too.
It overdramatises it and allows distance…
Using Arts-Based Methods
The arts-based approach allowed for the over-dramatisation of difficult experiences so that they could distance themselves from the difficulties in order to overcome them.
