Category Archives: Unit 2 – Assessment

(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 →

My proposal addresses a specific language barrier affecting some of our Y3 Chinese students. This cohort of Chinese students has been flagged as having been accepted with a lower IELTS requirement because UAL was concerned about their international students’ numbers. … Continue reading →

There are two levels at work in these videos and in any discussion of accessibility and intersectionality. At one level there are structural and institutional considerations. UAL proclaims their use of the social model of disability – a pretty low … Continue reading →