Author Archives: Andrea Machicao Francke

As a BAFA Y3 0.8 I co-lead AV Film Forum, a series of open discussions around film and sound screenings on Thursdays after teaching hours – 5 to 7pm – open to all Chelsea Fine Art students (BAFA/MAFA/GDFA/MACC) and guests. … Continue reading →

Participant-facing documents I changed my research question after my first draft and workshop, so I had to rewrite my Ethical Action Plan. I realised that my initial project involved quite complicated ethical issues. First draft Ethical Action Plan – 28/09/2025 … Continue reading →

References Pedagogy ‘How Do We Teach Literature When Students Won’t Read What We Assign?’ (2025). (C19 Podcast). Available at: https://www.c19society.org/podcast (Accessed: 24 November 2025). Moten, F. (2018) ‘Anasignment Letters’, in Stolen life. Durham: Duke University Press, pp. 227–236. Available at: … Continue reading →

How can we support students to engage with programming and leading sessions? At the BAFA in Chelsea, we have always supported and gently pushed students to take ownership of the course and to lead sessions, choose content, and invite guests. … Continue reading →

(1649 words) [1] For the fifth week in a row, my student sent me a last-minute excuse for why he couldn’t come to college. Every week, he emailed me or texted me at the last minute, tummy issues, headaches, and … Continue reading →

I’ve always been interested in how the construction of the international student category at college connects language and racialisation processes. For example, it’s very common for US or students from Western Europe who are fluent in English are seen as … Continue reading →

I agree with the references’ articulations of how the way religion impacts the perceived (de-) humanisation of a subject always already intersects with their other identity categories (either imposed or self-ascribed). (Kwame Anthony Appiah: Is religion good or bad? (This … Continue reading →