Category Archives: My Project

Class identification – Your choice or society’s?

In the surveys I have conducted, I have asked people what social class they identify as. This was something that both Zuleika and Georges questioned me on in the last tutorial before the end of the term. I thought that maybe I had asked the wrong question and that class is something we are given and we don’t get to choose which social class we identify as.

However, I came across an article that talks about how class is experienced first through your family and then that idea of class is affirmed by societal interactions. Lubrano (2004) describes class as a ‘script, map, and guide. It tells us how to talk, how to dress, how to hold ourselves, how to eat, and how to socialize… in short, class is nearly everything about you’. The author of the article goes on to write that ‘social class identity is both subjective and complex, which means that we cannot ascribe class identity to people; rather, individuals choose how they identify’.

I feel slightly better about my choice of words in my surveys now. However I think that I still need to delve further into class, and if people consciously identify as a particular class or if they just pick one that sounds appropriate for them.

In Chavs Owen Jones talks a lot about class and how the working class has been demonised and almost blamed for everything that is wrong with society. I really enjoyed reading this book, however I think that he was the wrong person to write it. He comes from a securely middle class background and in areas of the book his bias shone through. Whilst I think that he made some good points, I don’t think that it was a purely objective book. Being a very left wing person, Jones at times relied on blaming the Conservative party for the class issues that exist in the UK. He might be right, but I don’t believe that the class system and the inequalities it creates are purely a political issue. When politics are brought into a topic, it quickly becomes divisive and contentious. If we take the politics out of the equation (if that’s possible) then it becomes an issue that society as a whole needs to tackle, no matter their political affiliations. Another problem I had with this book was that most of the people Jones quoted were from the upper or middle classes eg Boris Johnson’s sister or Simon Heffer, a prominent right-wing journalist whose children attend Eton. This book was written about how the working classes have been demonised but most of the sources used were people who demonise the working class. There’s something about this that doesn’t make sense to me.

References:

https://onlinelibrary.wiley.com/doi/full/10.1002/ss.20263?saml_referrer

Jones, O. (2020). Chavs. London: Verso Books.

Equality, Diversity and Inclusion

This week I’ve been reading the last 7 years worth of equality, diversity and inclusion reports for UAL. I was perhaps naively, expecting to see some sort of significant change over the years… a huge difference in the demographic of the student populations across each arm of UAL.

What I didn’t expect to see was barely any change, especially in the numbers of students who come from what are classed as lower income areas and those who are considered working class. Whilst there has been a small increase, UAL are still below the targets that they have set for themselves and CSM has the lowest number of students from working class backgrounds out of all the colleges that form UAL. Of the 14,760 undergraduate students across UAL, only 35% of home undergraduate students come from the working classes. At Central Saint Martins only 28% of home undergraduate students are from working class backgrounds (around 4132 students), compared to 40% at LCC.

These statistics aren’t broken down into genders so I have emailed the author of the most recent report, asking if by any chance this was a data point that he had collected but wasn’t considered pertinent to the report overall. I am curious as to whether there are more female, male or non binary students from the working classes… and if anyone actually knows! The fact that the data hasn’t been disaggregated is very interesting in and of itself – we don’t know how many students come from what is considered to be a less privileged background and have dependants, or how many are working almost full time hours to be able to attend university. I feel like there is some data missing and the fact that it possibly hasn’t been collected is interesting. Why was it not considered important to split this data into genders or break it down even further?

Another problem I noticed with these reports is that they only cover undergraduate students. I have been unable to find similar reports for postgraduate students which I am finding frustrating. After talking to Zuleika, I am reminded that it is often assumed that master’s students are well off financially, because of how expensive the courses are. Of course, assumptions are often incorrect but I wonder if this is why no data was collected for postgraduate students. If so, I think it is irresponsible for a large university such as UAL to make such a sweeping assumption.

I have been in touch with the SU at UAL and received an email pointing me in the direction of the OFS Action and Participation Plan, which again is only targeting undergraduate students. I suppose that by trying to get a more diverse undergraduate student body one could expect them to carry on to postgraduate study. However I feel that this is again assuming something without providing data to back it up.

____________________________________

*A few weeks later*

I have come across a report by The Office for Students which has the most recent data for the demographic of students at English universities. The socio-economic background of students is only taken account for those students 21 and under, and yet again there is no data around the socio-economic background of postgraduate students. The Office for Students report pointed me in the direction of HESA, who collect all sorts of data for university students within the UK.

I found this table very interesting. It breaks down the socio-economic background that undergraduate students are entering higher education from. In the context of my research, I would consider working class to encompass semi-routine occupations, routine occupations and never worked/long term unemployed. Overall, the data hasn’t changed much over the last 5 years, for any of these socio-economic backgrounds. To me, this indicates that nothing is changing within higher education, particularly within undergraduate study. I have no data around postgraduate study so I can’t speak to if anything is changing there.

References:

https://www.hesa.ac.uk/data-and-analysis/sb262/figure-6

https://www.officeforstudents.org.uk/media/79a7bb57-83cf-4c50-a358-6bcfe80f165c/ofs2022_29.pdf

https://www.arts.ac.uk/__data/assets/pdf_file/0021/40629/UAL-Equality-Diversity-and-Inclusion-Report-2016-4mb.pdf

https://www.arts.ac.uk/__data/assets/pdf_file/0025/325267/Student-Equality-Diversity-and-Inclusion-Report-2021.pdf

https://www.arts.ac.uk/__data/assets/pdf_file/0024/144474/190206_EDI-Report-2018.pdf

https://www.arts.ac.uk/__data/assets/pdf_file/0011/40610/UAL-Equality,-Diversity-and-Inclusion-Report-2017-Students.pdf

https://www.arts.ac.uk/__data/assets/pdf_file/0013/40630/UAL-Equality-and-Diversity-Progress-Report-2015-FINAL.pdfPosted on

Why My First Intervention Failed But Also Succeeded

It’s been a few days since the tutorial where I presented my first intervention and I’ve had plenty of time to absorb the feedback and to realise for myself why it wasn’t a good intervention.

Firstly, it didn’t answer my research question. And that’s kind of the point! A student creating a community of support for other working class students isn’t the university supporting those students. And whilst a support network is potentially needed, this isn’t the way to do it. If I wanted to progress down this road, I would need to change my research question. And right now I’m very happy with my question and it’s something that resonates with me.

Secondly, anonymity is important. If students need a safe place to vent, Instagram isn’t the place to do it. Somewhere like Reddit or The Student Room, or even the anonymous feature in Facebook groups is much more successful for this. This isn’t to say that Instagram couldn’t be used in this context, but I don’t see that it could be used as a safe space to be open about experiences and feelings.

What Are Anonymous Posts in Facebook Groups And How To Make Them - Online  Group Success

And lastly, an Instagram account of this sort could be very emotionally harmful to the person or persons running the account. An inbox full of potentially shocking or emotional experiences is something that could be triggering to the account owner. I think for this to be something that wasn’t harmful each message would need a trigger or content warning. This would ensure that no one got triggered by submissions to the page and it would mean that everyone’s emotional wellbeing would be prioritised.

However, I learnt a lot from this short lived Instagram account.

I learnt that people need a place to vent, and that seeing other’s experiences makes people feel less alone. I learnt that Instagram accounts of this sort get a lot of inappropriate messages, of people wanting to question the truthfulness of people’s experiences and calling them liars, just because that thing hasn’t happened to them.

I also learnt that the experiences of female working class students, whilst obviously individual to each person, are largely the same. This leads me to believe that a systemic change is needed, so that these experiences aren’t being had by the majority of female students from the working classes.

My cohort… and class

After changing direction (again) and finally settling on a question that I’m happy with and excited about, I sent a survey to my classmates. I only had 11 responses, which is a shame but I think the results are very interesting.

I find the written responses the most interesting, especially the ones that mention class being defined for them, and not actively defining their own class. I think that this is what feeds into working class people feeling as though they are not allowed to have aspirations or dreams to live a better life than their parents. We talk about a glass ceiling within certain industries that women have to break through but I am curious as to whether there is a similar thing in society when it comes to class…

I think that to improve this survey I should have asked my participants’ gender identity too, seeing as my research question is currently targeted towards female students from working class backgrounds. However as a small research tool I think I can be fairly happy with this survey and the results I have from it.

Starting Over Vol. 2

Richard talked about learning ecologies in class and how we should bring our whole selves to our projects. I realised that I was going about my research all wrong. I was focusing on the wrong things and trying to change something that didn’t have my whole self in. So I needed to change. Quickly.

I wrote notes about the things I truly care about, and then I asked myself “Felicity, why did you apply to MAAI?”

I went back and read my personal statement/study proposal from when I applied to this course. Admittedly I wrote it at 7am when I was half asleep so there are a couple of spelling mistakes (I only noticed them after I submitted it) but I think writing it so early in the day allowed my true thoughts to come out without censoring myself or trying to appear impressive. I wrote about how people from lower socio-economic backgrounds struggle to make their way in the creative industries, and how they don’t feel that they have permission to express their creativity. I come from this background, so I know exactly what this feels like. And honestly, I feel like a fish out of water at CSM most of the time. There is no visible support for people who are here because they worked their butt off and gave up a lot of things to be able to even think about affording their course.

This is what, and who, I care about.

I care about the creative industries truly being inclusive, and I care about anyone being able to have a creative career, no matter where they come from or how they are perceived by others. 16% of people in the creative industries come from working class backgrounds, compared to 29% across all occupations. 13% difference doesn’t sound like a lot of people but it equates to thousands of people. Thousands of people who are stuck doing jobs they hate instead of doing what makes them happy. Is it fair to deprive people of what could be a wildly successful career just because of where they were born? Of course not.

Freedom.

It’s all about freedom.

And if I can help even one person feel more free, then I consider that a success.

So having said all that, my new question is…

“How can arts universities better support female students from working class backgrounds?”

Photography Interventions Without Photography?

Yes, this seems like an oxymoron. But I shall explain. My first instinct is to create a series of interventions that are purely photography based. But your initial response to things is often the conditioned response, not always the right one. I don’t want to fall back on my photography background to create ‘a shiny new thing’ when actually I could create possibly more successful interventions without anyone picking up a camera.

In my tutorial this week, Zuleika asked why my proposed first intervention involves photography. And to my surprise, I didn’t have a good answer. In fact, I didn’t have an answer at all. So that is what I’ve been thinking about this week.

So I have been searching for examples of interventions in the photography industry that don’t involve photographs actually being made. It’s proving a challenge thus far..

Reading List

Books:

Jones, O. (2020). Chavs:The Demonisation of the Working Class. London: Verso Books.

Bloodworth, J. (2016). The illusion of meritocracy : why working class kids still get working class jobs. London: Biteback Publishing.

Gilbert, I. (2018). The working class : poverty, education and alternative voices. Carmarthen, Wales, Uk Independent Thinking Press.

hooks, b. (2009). Where we stand : class matters. New York ; London: Routledge.

hooks, b (2015). Outlaw culture : resisting representations. Routledge.

Ardoin, S., Martinez, B. and Washington, J. (2019). Straddling class in the academy : 26 stories of students, administrators, and faculty from poor and working-class backgrounds and their compelling lessons for higher education policy and practice. Sterling, Virginia: Stylus Publishing, Llc.

Brookfield, S. (1995). Becoming a Critically Reflective Teacher. Jossey-Bass.

Rubin, M., Evans, O. and McGuffog, R. (2019). Social Class Differences in Social Integration at University: Implications for Academic Outcomes and Mental Health. The Social Psychology of Inequality, pp.87–102. doi:10.1007/978-3-030-28856-3_6.

Journals:

Müller-Pinzler, L., Czekalla, N., Mayer, A.V., Stolz, D.S., Gazzola, V., Keysers, C., Paulus, F.M. and Krach, S. (2019). Negativity-bias in forming beliefs about own abilities. Scientific Reports, [online] 9(1), pp.1–15.

Reay, D. (2021). The working classes and higher education: Meritocratic fallacies of upward mobility in the United Kingdom. European Journal of Education, 56(1). doi:10.1111/ejed.12438.

Soria, K. and Bultmann, M. (2014). Supporting Working-Class Students in Higher Education. NACADA Journal, 34(2), pp.51–62. doi:10.12930/nacada-13-017.

Archer, L. and Hutchings, M. (2000). ‘Bettering Yourself’? Discourses of risk, cost and benefit in ethnically diverse, young working-class non-participants’ constructions of higher education. British Journal of Sociology of Education, 21(4), pp.555–574. doi:10.1080/713655373.

Reay, D. (2003). A Risky Business? Mature Working-class Women Students and Access to Higher Education Correspondence : Diane Reay, Kings College London, UK.

Bettencourt, G.M. (2021). ‘I Belong Because It Wasn’t Made for Me’: Understanding Working-Class Students’ Sense of Belonging on Campus. The Journal of Higher Education, pp.1–24. doi:10.1080/00221546.2021.1872288.

Nairz Wirth, E., O’Shea, S. and Lessky, F. (2021). Higher education access, participation and progression: Inequalities of opportunity. European Journal of Education. doi:10.1111/ejed.12441. pp 53-64

Lareau, A. and Ferguson, S., 2017. Cultural exclusion of upwardly mobile college students. American Sociological Association August, 12, p.2017. 

Nuñez, C. (2009). The self portrait, a powerful tool for self-therapy. European Journal of Psychotherapy & Counselling, 11(1), pp.51–61. doi:10.1080/13642530902723157.

Clance, P.R. and Imes, S.A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, [online] 15(3), pp.241–247. doi:10.1037/h0086006.

Websites:

https://static1.squarespace.com/static/5f5a43bbac8a03768312ff22/t/61125de8b770e631706ce87d/1628593641057/3.4+Understanding+Social+Mobility.pdf

https://sdgs.un.org/goals

https://www.brown.edu/sheridan/microaggressions-and-micro-affirmations-0

https://www.cnbc.com/2021/09/20/ordinary-joe-producers-some-passions-are-hobbies-not-professions.html

https://www.boredpanda.com/privilege-explanation-comic-strip-on-a-plate-toby-morris/

https://www.theguardian.com/education/2019/feb/14/half-of-universities-england-have-fewer-than-5-poor-white-students

https://www.educationopportunities.co.uk/news/new-report-shows-differences-in-white-working-class-students-going-to-university-by-higher-education-provider/

https://www.hesa.ac.uk/data-and-analysis/sb262/figure-6

https://www.officeforstudents.org.uk/media/79a7bb57-83cf-4c50-a358-6bcfe80f165c/ofs2022_29.pdf

https://www.telegraph.co.uk/news/2022/08/20/report-microaggressions-qr-codes-campus-lamda-students-told/

https://www.arts.ac.uk/__data/assets/pdf_file/0021/40629/UAL-Equality-Diversity-and-Inclusion-Report-2016-4mb.pdf

https://www.arts.ac.uk/__data/assets/pdf_file/0025/325267/Student-Equality-Diversity-and-Inclusion-Report-2021.pdf

https://www.arts.ac.uk/__data/assets/pdf_file/0024/144474/190206_EDI-Report-2018.pdf

https://www.arts.ac.uk/__data/assets/pdf_file/0011/40610/UAL-Equality,-Diversity-and-Inclusion-Report-2017-Students.pdf

https://www.arts.ac.uk/__data/assets/pdf_file/0013/40630/UAL-Equality-and-Diversity-Progress-Report-2015-FINAL.pdf

https://www.unitegroup.com/articles/rising-cost-of-living-increases-pressure-on-parents-with-children-at-university-unite-students

https://www.unitegroup.com/articles/cost-of-living-crisis-students

https://www.thisismoney.co.uk/money/bills/article-11099735/Uni-students-deferring-places-cost-living-crisis-one-seven-fear-homeless.html

https://bgsf.com/wp-content/uploads/2022/03/StopTellingWomenTheyHaveImposterSyndrome.pdf

The Beginning

I produced this SWOT diagram for my project. Each section is just filled with my initial thoughts, however I am sure that I will need to revisit this as the project develops more. The threats section is worryingly empty so I’m sure there will be some things I add to that! Having never previously made a SWOT analysis, I was surprised with how hard it was at first. However I found it very helpful, especially the strengths and opportunities sections. I think it has allowed me to see why I could succeed at this project, and the opportunities it would give me if I succeed.

The Change I Want to See : Curiosity, Fashion and Photography

From the amount of planes taken to get dresses to a high end photoshoot, to the number of batteries being charged at any one time, to the food bought but never eaten just so that an aesthetically pleasing photograph can be taken, photography as an industry is hurting the environment. Of course, people have drawn attention to the negative effect that the industry has on the planet and the impact that photographers themselves are having. For example, Italian Vogue refused to create any new photographs for one issue (January 2020), in an attempt at showing how many resources are used to take photos for just one issue of a fashion magazine. They wrote about the resources used in their September issue, which is stereotypically the biggest per year, “One hundred and fifty people involved. About twenty flights and a dozen or so train journeys. Forty cars on standby. Sixty international deliveries. Lights switched on for at least ten hours non-stop, partly powered by gasoline-fueled generators. Food waste from the catering services. Plastic to wrap the garments. Electricity to recharge phones, cameras…” When you think about the fact that there are 26 different editions of Vogue per month and that each one produces its own photographs, this is a vast number of resources that are being used. This makes me question whether similar photographs couldn’t be taken nearer to where the photographer is based, or at least in the same country.

I used to flick through fashion magazines thinking how amazing it was that the latest fashion collection was being shot in a rainforest on the other side of the world from where I lived in my small town or that a number of models had been flown to Australia from the UK just so a shoot could be done in the sunshine. In The Fashion Image by Thomas Werner, he says “Fashion images are a reflection of the moral, social, technological, and economic imperatives of the era in which they were created in a way that other socio-cultural genres are not… As genres, fashion photography and fashion film are resonant forms of visual anthropology.” I had never thought about this before, and started rereading all the fashion magazines that I own. I noticed that the images provided some kind of social commentary at times on what was happening in society and this made me question why when photoshoots had some kind of environmental angle eg. clothes from a ‘sustainable’ designer, the photoshoot was still over the top and used a vast amount of resources.

Fast forward to the pandemic, and I was confined to my house and the town I grew up in. Every day I would wander the streets (when we were allowed to leave the house for fun instead of necessities) and just walk with no sense of direction or purpose. My feet just moving and my eyes taking in all the places in my town that I’d never seen. I wanted to get to know my hometown… and I also wanted to avoid being stuck between the four walls of my house. After a while, I started bringing my camera on these walks. I wanted to document the new places that I was seeing, just minutes from my house, and I really wanted to engage properly with the places around me. I wanted to form a meaningful connection with them.

Pre-covid, home was just a place I slept and charged my phone. It was never somewhere I wanted to be. I felt stifled by what I perceived as a small boring town, filled to the brim with old people and charity shops, as well as more hairdressers than anyone could ever need. But when I didn’t see anyone, and all the shops were closed, I began to really live in my environment. I got to know it. I found things that I still hated, like pavements with a vicious camber, and new things that I loved, like the fields that are at the bottom of a lane I’d never seen before. It was almost magical, the way that I became curious about my hometown, as though I was a tourist visiting for the first time. I was looking through a fresh pair of eyes and actually seeing what was around me, and also what wasn’t around me; the absence of people, cars and noise. I had previously thought my town was quiet. But during my walks, I got to experience true quietness.

The idea of ‘dwelling’ in your environment is something that Italian philosopher Giorgio Agamben has talked about. “In the course of travelling around the globe with such speed and intensity, we have lost the ability to dwell (Agamben 2021: 21), seduced by the religion of money, and the possessions to which that gives us access. Our former way of life is brought into question, at least, that is the argument. Whether this will emerge in a permanent way is not so obvious once travel returns to pre-Covid-19 levels.” Giorgio Agamben is seen as controversial for a lot of his opinions, but I find it difficult to argue with this. In my opinion, social media is partially to blame for society’s inability to dwell somewhere. We are always trying to go one step further than the last person, in a never ending game of oneupmanship. Comparison is the thief of joy, but it could also be the thief of our sense of belonging somewhere.

In Visual Culture: Spaces of Visual Culture Martin Heidegger writes, “But in what does the nature of dwelling exist?.. The Old Saxon wuon, the Gothic wunian, like the old word bauen, mean to remain to stay in a place. But the Gothic wunian says more distinctly how this remaining is experienced. Wunian means: to be at peace, to be brought to peace, to remain in peace… Mortals dwell in that they save the earth… To save really means to set something free into its own presencing. To save the earth is more than exploit it or even wear it out. Saving the earth does not master the earth and does not subjugate it, which is merely one step from spoliation.”

I like how this quote talks about dwelling in the context of looking after the planet. It’s about making the most of it in a way that won’t spoil it or cause it damage. On a similar note, “curiosity” is derived from “cura”, the Medieval Latin word for care. This links back to the idea of dwelling meaning to save the Earth and by learning more about it, we are caring for it.

Nabokov said “curiosity is insubordination in its purest form”. I like this quote because it implies that curiosity means breaking away from societal norms or what is expected of you, and choosing something different. If we apply this to a photography context, the norm is to constantly travel for work and try to outdo your competitors, both in location and creativity. Being curious, if we abide by this quote, would be staying put in one place and using that to its full potential.

Curiosity is the most superficial of all the affections; it changes its object perpetually; it has an appetite which is very sharp, but very easily satisfied; and it has always an appearance of giddiness, restlessness and anxiety. ” This quote from Edmund Burke makes me think of childlike curiosity – as a child you are encouraged to explore the places around you and you create your own narrative around them. A hill nearby could become a castle and a river could be guarded by an imaginary dragon. Children feel no need to fly around the world to satisfy their curiosity when they have what seems to be an exciting place around them. This makes me wonder at what age we lose that childish attachment to the places we live and feel like we have to travel to find somewhere more exciting to use in our work. As late as the 19th century, Feuerbach referred to the “pains [resulting from an] unsatisfied knowledge drive” (Blumenberg, 1966/1983, p. 445), suggesting that, similar to physiological appetite, he viewed curiosity as producing painful feelings of deprivation if not satisfied.

If photographers could regain this curiosity that they start life with, the industry would change completely. How can people, specifically photographers, be reconditioned to be curious about their environment, rather than an environment they’ve seen on Instagram? Can curiosity be forced or cultivated, or is it something that once lost, can never be found again? How can you see your environment through new eyes, instead of assuming you’ve seen everything already?

Bearing all this in mind, the change I would like to see is photographers, specifically within the fashion industry, making the most of the spaces and environments that they dwell in, and applying the same amount of curiosity to them as they do to foreign environments. It would also be desirable for the people assigning the briefs to do so more considerately. I think this change is desirable because it would:

1: Be better for the planet. There would be a reduction in travelling by photographers which would reduce their carbon footprint and their impact on the environment.

2: Save money for companies and photographers. Given that 93% of photographers in the UK are freelancers, travelling less would put less strain on finances and increase profit margins for these photographers.

3: Give opportunities to photographers from countries that photographers are often flown into for shoots. This would improve their career prospects and allow the photography industry to expand.