Author Archives: Emily Woolley

You can find a interactive ppt. here and a pdf version below. http://ewoolleypgcert.myblog.arts.ac.uk/files/2026/01/ARP-Presentation-1.pdf

Ahmed, S. (2017) Living a Feminist Life. Durham, NC: Duke University Press.   Braun, V. and Clarke, V. (2017) Thematic analysis, The Journal of Positive Psychology, Vol. 12, No. 3, pp. 297-298, doi: 10.1080/17439760.2016.1262613   Braun, V. and Clarke, V. (2017) Thematic analysis – an introduction [YouTube video], 1:01:38, posted by Victoria Clarke. Available at: https://www.youtube.com/watch?v=kv7C53yvLqk (Accessed: … Continue reading →

The flexibility of TA requires the researcher to actively position their analysis within a critical framework and generate themes accordingly. By engaging with relevant literature before analysis, I ensured this framework was in place, enabling a more reflexive and critically … Continue reading →

My interest in Pedagogies of Discomfort (Boler, 1999; Cox, 2025; Hu, 2024) catalysed my ARP. Reflecting on group tutorials, and how confusion might be reframed as productive within them, I was reminded by Hu that “it is imperative to view emotions not … Continue reading →

http://ewoolleypgcert.myblog.arts.ac.uk/files/2026/01/Questionnaire-and-Information-Sheet.pdf Note: This document was printed on A4 paper and single-sided to allow students space to draw on the blank pages, should they need or wish to do so.

Reading (Converse and Presser, 2011; Patten, 2017), alongside tutorial feedback, helped me to clarify my thinking and determine my data collection method: a questionnaire comprising two questions.  Converse and Presser’s (2011) focus on practical questionnaire design significantly informed my approach. Their discussion of how researchers’ intended meanings … Continue reading →

http://ewoolleypgcert.myblog.arts.ac.uk/files/2026/01/Ethical-Action-Plan-2025-26_Emily-Woolley_First-Draft.pdf

“How can I work with first-year BA Illustration and Visual Media (BAIVM) students in group tutorials to develop a shared way of talking that helps them meaningfully engage with confusion?”  This question went through several iterations and was developed through … Continue reading →

Introduction and Context: I explore the intersection of Object Based Learning (OBL) and Pedagogies of Discomfort to propose an intervention that uses emotive, tactile engagement to foster critical reflection and transformative learning.   This proposal is grounded in my teaching across … Continue reading →

Below is a list of quotes cited in the recording with time stamps: 0 minutes and 27 seconds: White privilege is “the absence of having to live with the consequences of racism” (Channel 4, 2020, 0:36) 1 minute and 3 … Continue reading →