Using the feedback from my seven interviews with critical colleagues, I have written an updated workshop plan below. The edits I have made are highlighted in yellow for clarity.
Workshop Resources
- Academic Support listing: https://academicsupportonline.arts.ac.uk/workshops-tutorials/106942?check_logged_in=1
- Workshop Padlet: https://padlet.com/dtohidi2/exploring-intersectionality-through-object-based-learning-h6pa5fzx36wo8di8
- Feedback form: https://docs.google.com/forms/d/1BoVtxDAiLtfOGrjZe6WRCvz_g4M7AcQ_B1fiWvTR5T4/edit
Workshop Description
Exploring Intersectionality through Object-based Learning
This workshop will use the CSM Museum’s historic collection and hands-on practice of object-based learning to spark inspiring thoughts and important conversations about the intersections between race, neurodiversity, and gender. From learning about the CSM Museum’s services and field of object-based learning, to exploring diverse objects from the Graduate Award collection with peers, you will meet students from other courses, gain transferable skills, and knowledge that will enrich your coursework and inspire your creative thinking. The workshop will be led by Curriculum Development Curator, Dayna Tohidi, and is part of her PgCert Action Research Project.
As a neurodiverse woman of colour and recent Central Saint Martins alumna, Dayna understands the importance of embracing your identity and navigating your place within this creative institution. Your feedback will play a vital role in shaping future workshops and fostering a more inclusive and supportive academic environment.
While specifically designed for neurodiverse women of colour, all students are welcome to join and share their valuable feedback. The workshop will be based at the CSM Museum in Kings Cross and take approximately 3 hours, with breaks included to ensure a comfortable and engaging experience. The CSM Museum & Study Collection and Women@CSM support everyone who identifies as female and is non-binary and trans-inclusive.
Workshop Outline
Learning objective:
- Explore the three intersecting identities of neurodiverse women of colour through museum objects
OBL activity:
- Emotional reading to encourage meaningful reflection and group discussion about the objects
Object selection:
Reimagined in Pink artwork by Elektra Moga- Bioprosthesis nipples by Arianna Pezzano
- Framing Fragility embroidery samples by Angelica Ellis
- Worth 100 Women prints by Farida Eltigi
30 Questions parody video by Maria Mahfooz- National Coming Out Day prints by Ashton Attz
- Eso Extension fibre bundles by Funmi Olawuyi
Workshop resources:
- Padlet containing key workshop info
- Academic Support QR code register
- Felt tip pens and name labels for welcome section
- Pens and post-it notes for intersectionality discussion
- Printed, stapled word doc containing info sheet, consent form, glossary, handling instructions, object descriptions, and emotional reading worksheet
- QR code linking to the Google feedback form
Workshop structure
Welcome:
- Go through housekeeping reminders, like nearest toilets, fire alarm, comfort breaks etc
- Ask participants to read the information sheet, sign the consent form, and write their first name, pronouns, and course on their name badge
- Introduce myself by talking about my journey of growing up as an undiagnosed neurodiverse woman of colour, navigating my studies at CSM, and researching how to support neurodiverse needs through OBL for my PgCert ARP
- Prepare students by giving an overview for the workshop and explaining that we will talk about sensitive topics, which may cause controversy in group discussions, but we must be kind and respectful towards each other
Group Discussion:
- Talk through the key terms in my workshop glossary and remind students they are contestable
- Ask participants to think about the term, intersectionality, and reflect on what it means to them alone or in pairs
- Gather their responses on post-it notes and stick them onto the big screen
- Read some responses aloud and invite students to share their responses with the group
- Invite students to add their own interpretations or terms to my Padlet glossary
Take a short comfort break
OBL Activity:
- Introduce OBL discipline and explain emotional reading worksheet
- Give verbal, written, and visual object handling instructions
- Ask groups to observe, analyse, and discuss their chosen object
Take a short comfort break
Reflections:
- Lead class discussion about the emotional reading activity
- Offer participants time to do a Q&A and share final thoughts
- Ask participants to complete my workshop survey
Neurodiversity accommodations
- Coordinate with the Lethaby Gallery team to ensure minimal background noise
- Coordinate with the Estates team to ensure a comfortable room temperature
- Encourage participants to have a protein-rich snack to maintain focus
- Use simple, visual presentations with minimal text and clear visuals
- Limit sensory engagement by keeping audio at a low volume
- Pause periodically to ask if participants have questions or need clarification
- Keep instructions concise, breaking them into small, clear steps
- Demonstrate handling techniques with one object to model the process
- Give participants time to rest, recharge, and process their thoughts
- Reassure participants that they are free to contribute in any form
- Use printed prompts as conversation starters to encourage engagement