myblog | Blythe Cheung | Activity

Blythe Cheung wrote a new post on the site B's PgCert Blogs

Tue, 06 Jan 2026 18:19:45 +0000

ARP: Final Presentation ARP Presentation Microsoft Powerpoint link Slides Read from left to right, top to bottom. Please read the blog post Project Findings for in depth information.

Blythe Cheung wrote a new post on the site B's PgCert Blogs

Sat, 27 Dec 2025 20:51:37 +0000

ARP: Research MethodsResearc […] “ARP: Research Methods”

Blythe Cheung wrote a new post on the site B's PgCert Blogs

Wed, 22 Oct 2025 15:00:02 +0000

ARP: Action PlanAction […] “ARP: Action Plan”

Blythe Cheung wrote a new post on the site B's PgCert Blogs

Wed, 22 Oct 2025 14:54:00 +0000

ARP: Participant-facing documentsInformation Sheet Information Sheet Participation Consent Form For the ease of data collection, I transformed the sample participation consent form into a Microsoft Form and distributed the form via email. As of the submission deadline, 9am on 12 Jan 2026, I received 4 responses. PDF of Microsoft Form Participation Consent Form Consent received via Microsoft Form (PDF): Tom Lynch Ellie Meure Gabriele Brambilla Consent received via Outlook email: Nicholas […] “ARP: Participant-facing documents”

Blythe Cheung wrote a new post on the site B's PgCert Blogs

Wed, 22 Oct 2025 11:47:00 +0000

ARP: RationalePractice What […] “ARP: Rationale”

Blythe Cheung wrote a new post on the site B's PgCert Blogs

Wed, 22 Oct 2025 11:18:34 +0000

ARP: My Research QuestionCl […] “ARP: My Research Question”

Blythe Cheung wrote a new post on the site B's PgCert Blogs

Wed, 22 Oct 2025 11:10:21 +0000

ARP: EthicsEthics Form […] “ARP: Ethics”

Blythe Cheung wrote a new post on the site B's PgCert Blogs

Wed, 22 Oct 2025 10:35:41 +0000

ARP: ReferencesBibliography […] “ARP: References”

Blythe Cheung wrote a new post on the site B's PgCert Blogs

Fri, 11 Jul 2025 11:58:51 +0000

IP unit: Reflective ReportTr […] “IP unit: Reflective Report”

Blythe Cheung posted a new activity comment

Thu, 10 Jul 2025 20:05:14 +0000

Your blog really resonated with me, especially the tension you describe between visibility and privacy around identity. I completely relate to your point about students constantly asking where you’re “from”… It’s exhausting even when it comes from curiosity rather than malice. What strikes me most is how you’ve navigated such different systems -…Read more

In reply to - Eden Chahal wrote a new post on the site PG Cert – Eden Chahal 2024-2025 Unit 2 – Blog post 3: Racial visibility // Structural blindnessComing to the UK, I was struck by how openly ethnicity and religion are […]

Blythe Cheung posted a new activity comment

Thu, 10 Jul 2025 20:05:09 +0000

I love your analogy of faith being “one thread in a rich, intersectional tapestry of experience”. It perfectly captures how inclusion creates richness rather than division. Your post reminds me of conversations I’ve had with immigrant colleagues who, like me, find London’s multiculturalism genuinely unique and welcoming compared to other UK cities…Read more

In reply to - Eden Chahal wrote a new post on the site PG Cert – Eden Chahal 2024-2025 Unit 2 – Blog 2: Faith, Belief and the Weight of Intersectionality: Between Laïcité (french model of secularism) and InclusionKwame Anthony A […]

Blythe Cheung posted a new activity comment

Thu, 10 Jul 2025 20:05:07 +0000

Sound pollution in open plan studios is definitely a major issue across fine art departments in Camberwell too. The acoustic challenges make learning so much harder for everyone, not just those with sensory processing needs. What strikes me about your experience is how even with full teams of willing and capable staff, no one was consulted on…Read more

In reply to - Eden Chahal wrote a new post on the site PG Cert – Eden Chahal 2024-2025 Unit 2 – Blog 1: Disability and Intersectionality: Systemic Barriers and Shared ResponsibilitiesUAL defines disability in line with the […]

Blythe Cheung wrote a new post on the site B's PgCert Blogs

Thu, 12 Jun 2025 13:31:19 +0000

Reflection on Anti-Racism in HEThe readings I’ve been working through really drive home how deeply racism is embedded in UK education systems, and how that affects everyone working in higher education—even those of us in technical roles who might think we’re less immediately related to these bigger institutional issues. When “Neutral” Policies Aren’t Actually Neutral Bradbury’s work with Critical Race Theory really opened my eyes to how policies that seem fair on paper can actually make things worse for students from minoritized backgrounds. Take the Baseline Assessment example—testing young bilingual students only in English from day one basically sets them up to fail, then uses those results to justify lower expectations. It’s not that anyone set out to be racist, but the impact is the same. This made me think about how often workshop practices are considered “neutral” when they might actually be creating barriers I don’t even see (it’s worth considering what they are). The Reality of What Students Actually Face Garrett’s research on racialized PhD students hit particularly close to home. These aren’t just statistics—these are real people dealing with tokenism, feeling like they don’t belong, hitting invisible walls in their academic careers. When I read about the isolation and exclusion these students experience, I started thinking about the students I work with daily in the studio. How many of them are navigating similar challenges that I’m unaware of? How can I navigate and offer the best kind of help? What This Means for My Work Honestly, when I first started reading these pieces, I thought they were more relevant for UAL policy makers. But the more I reflected, the more I realized my role as a technician puts me in a unique position. I’m often the person students turn to when they’re struggling with equipment, when they need help troubleshooting a project, or when they’re feeling overwhelmed by technical requirements. Now I’m asking myself uncomfortable questions: Am I actually making workshop spaces accessible to everyone? When I give safety demonstrations, am I considering students whose first language isn’t English? Do I unconsciously give more attention or encouragement to certain students? When I choose examples to demonstrate techniques, whose work am I highlighting and whose am I overlooking? Moving Forward Reading these pieces has shifted something for me. I can’t just assume that being “nice to everyone” is enough—that’s the kind of colorblind thinking that actually maintains the status quo. I need to actively work against the systems that disadvantage minoritized students. This might mean pushing for safety materials in multiple languages, though this raises some complex questions that came up in a recent conversation with a colleague. We were discussing whether we should communicate with students in their mother tongue when we happen to share that language, particularly when a student is clearly struggling with English. While all students have met UAL’s language requirements for enrollment, the reality in the workshop can be quite different—technical terminology, safety instructions under pressure, or complex problem-solving conversations can challenge even proficient English speakers. But we found ourselves grappling with where to draw the line. If individual staff members provide language support based on what they personally can offer, does that create an uneven system where some students get advantages others don’t? How much additional support should we provide beyond institutional requirements, and when does well-intentioned help risk creating dependency rather than building confidence? These aren’t easy questions to answer, but they’re important ones to wrestle with as we think about what genuine support looks like. Beyond language considerations, this definitely means paying attention to whose voices I’m amplifying in workshop discussions and being more intentional about creating space for different perspectives and approaches to making work. The research makes it clear that real change requires more than good intentions—it requires honestly examining how current practices might be failing students, even when we don’t mean them to. For me, that means bringing the same critical attention to my workshop practices that I’d bring to any other aspect of my professional development. Reference Bradbury, A., 2020. A critical race theory framework for education policy analysis: The case of bilingual learners and assessment policy in England. Race Ethnicity and Education, 23(2), pp.241-260. Channel 4. (2020) The School That Tried to End Racism. [Online]. Youtube. 30 June. Available at: https://www.youtube.com/watch?v=1I3wJ7pJUjg (Accessed 9 June 2025). Garrett, R. (2024). Racism shapes careers: career trajectories and imagined futures of racialised minority PhDs in UK higher education. Globalisation, Societies and Education, pp.1–15. Orr, J. (2022) Revealed: The charity turning UK universities woke. The Telegraph [Online]. Youtube. 5 August. Available at: https://www.youtube.com/watch?v=FRM6vOPTjuU (Accessed 12 June 2025). Sadiq, A. (2023) Diversity, Equity & Inclusion. Learning how to get it right. TEDx [Online}. Youtube. 2 March. Available at: https://www.youtube.com/watch?v=HR4wz1b54hw (Accessed 12 June 2025). UAL (2025). English language requirements. [online] UAL. Available at: https://www.arts.ac.uk/study-at-ual/language-centre/english-language-requirements (Accessed 12 Jun. 2025). […] “Reflection on Anti-Racism in HE”

Blythe Cheung wrote a new post on the site B's PgCert Blogs

Tue, 20 May 2025 14:54:39 +0000

Intervention Summary Proposal: Creating Accessible Studio SpacesA recent conversation with my Sculpture colleague highlighted a concern we share: our current studio spaces present real accessibility challenges for disabled students. The cluttered passageways, limited workspace, noise contamination in open-plan areas, and difficult equipment access create barriers that not only impede physical participation but undermine students’ sense of belonging, particularly students with disabilities. This situation runs counter to both our values as educators and our obligations under the Equality Act 2010 — our duty to make reasonable adjustments to accommodate disabled people and to not directly or indirectly discriminate individuals (Equality Act, 2010). I’m proposing a two-phase approach to transform the studios into truly inclusive learning environments. The first phase involves conducting a thorough accessibility audit, collaborating with Disability Service and disabled students (first within Sculpture > other fine art departments in Camberwell > UAL) to identify existing barriers. The second phase will implement targeted modifications including clearly marked pathways using high-contrast floor tape, adjustable-height workstations, designated areas with noise-reducing elements, and reorganized tool storage systems prioritizing accessibility. This initiative connects directly to my technical practice through my responsibilities for equipment management, studio organization, and student induction. By embedding accessibility considerations into these core functions, I can transform standard technical support practices into inclusive ones. This approach aligns with Fox and MacPherson’s principles in “Inclusive Arts Practice and Research” particularly their emphasis on enabling genuine choice and expanded access for all participants (Fox and Macpherson, 2015). The proposal is both ambitious and feasible. The changes can be implemented incrementally, beginning with immediate low-cost modifications like pathway marking, equipment reorganization then progressing to more substantial investments like adjustable workstations. It will require collaboration amongst technical, academic, and administrative staff. This balanced approach ensures there are immediate improvements while building toward comprehensive accessibility. By proactively anticipating reasonable adjustments rather than responding retroactively to individual accommodation requests, I think that will create a studio environment that genuinely welcomes everyone and demonstrates how inclusive design strengthens educational experiences. Equality Act (2010). Equality Act 2010. [online] Legislation.gov.uk. Available at: https://www.legislation.gov.uk/ukpga/2010/15/contents. Fox, A. and Macpherson, H. (2015). Inclusive Arts Practice and Research A Critical Manifesto. [online] Available at: […] “Intervention Summary Proposal: Creating Accessible Studio Spaces”

Blythe Cheung wrote a new post on the site B's PgCert Blogs

Tue, 13 May 2025 10:56:33 +0000

Intersectionality: Religion-Belief-FaithWhile faith doesn’t occupy the forefront of my thinking as someone without religious beliefs, my perspective has been significantly shaped by my upbringing in a traditional Catholic school where religious doctrine was strictly enforced. This experience has left me with limited patience for religious proselytizing, though it hasn’t diminished my capacity for respect and empathy toward others’ spiritual journeys. As Jawad (2022) notes, “The significance of religious belief in people’s lives should not be underestimated.” Appiah’s exploration in “Is religion good or bad?” shines light on how faith encompasses diverse beliefs and practices. His examples of libation rituals and ancestral communication demonstrate how certain religious practices become seamlessly integrated into daily consciousness, influencing “every time they do anything” (TED, 2014, 12:01). This integration of belief into daily life connects to Dunn and McKeown’s 2021 research on ethical veganism and vegetarianism as deeply held philosophical positions deserving protection. Their work highlights how non-religious convictions can hold profound personal importance, comparable to religious faith. The UAL experience intersects inevitably with matters of faith, particularly given that 29% of UAL students identify with a religion or belief system (UAL, 2023). Students may practice various religions to different degrees or hold non-religious beliefs that fundamentally shape their educational journey. Despite this significant presence of faith on campus, I feel inadequately prepared to address faith-related concerns in my technical role at UAL. Beyond directing students to the university’s Chaplaincy services or their tutors for pastoral support, technical staff receive minimal guidance regarding our responsibilities in this area. This institutional gap likely contributes to widespread hesitation among staff about engaging with religious topics—potentially missing opportunities to address microaggressions or incorporate diverse religious perspectives into academic discourse. As a specialist technician, my position doesn’t involve scheduling around religious holidays, managing potentially discriminatory admissions processes, or accommodating religious observances in assessments (Advance HE, 2018). Though students occasionally incorporate faith elements into their projects, my limited involvement in tutorials means I rarely learn about their spiritual beliefs. Despite my genuine empathy for religious students’ needs and potential frustrations with institutional support limitations, my day-to-day work offers limited agency to address these important concerns. Advance HE, (2018) Religion and belief: supporting inclusion of staff and students in higher education and colleges. Advance HE. Dunn, R. and McKeown, P. (2021) ‘A ‘Life-Style Choice’ of a Philosophical Belief?: The Argument for Veganism and Vegetarianism to be a Protected Philosophical Belief and the Position in England and Wales’, Liverpool Law Review, 42, pp. 207-241 Jawed, H. (2022) Islam, Women and Sport: The Case of Visible Muslim Women. Available at: https://blogs.lse.ac.uk/religionglobalsociety/2022/09/islam-women-and-sport-the-case-of-visible-muslim-women/ (Accessed: 08/05/2025) TED (2014) Kwame Anthony Appiah: Is religion good or bad? (This is a trick question). Uploaded 16/06/2014. Available at: https://www.youtube.com/watch?v=X2et2KO8gcY (Accessed: 08/05/2025) University of the Arts London (2023) Equality, Diversity and Inclusion Annual Report 2022/2023. Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0015/432141/SPCB23435-EDI-report-2022-23.pdf (Accessed […] “Intersectionality: Religion-Belief-Faith”

Blythe Cheung wrote a new post on the site B's PgCert Blogs

Tue, 22 Apr 2025 16:53:50 +0000

Shaping Inclusive Spaces: Disability, Identity and Creative PracticeAs I reflect on the lived experiences shared across four short films featuring disabled individuals, I return again to Kimberlé Crenshaw’s Theory of Intersectionality. Crenshaw (1989) reminds us that people do not experience the world through single categories like “disabled” or “Black” or “queer.” Instead, these identities intersect—creating unique forms of marginalisation that are often overlooked when systems try to address each identity in isolation. This theoretical lens becomes vividly real in the UAL Disability Service film, which introduces the social model of disability: “We are not disabled by our individual differences. We are disabled by barriers in the world around us.”(UAL Disability Service, 2020) While this model rightly shifts focus from the individual to society, Crenshaw’s framework challenges us to go further. Whose barriers are being removed? Who do our “inclusive” spaces truly serve? It prompts a deeper interrogation of how identity layers—like class, race, and gender—combine to affect access and belonging. Layered Systems, Invisible Barriers Paralympian Ade Adepitan offers a compelling explanation of how systemic racism compounds the exclusion of disabled people of colour. Crenshaw would call this intersectional erasure—when overlapping identities render people invisible to systems designed with only one axis of identity in mind (Adepitan, 2020). Similarly, Christine Sun Kim, a Deaf Asian-American artist, uses her practice to challenge sound-based norms. Her critique is not just about deafness—it’s about navigating an ableist, racialised art world. Crenshaw’s idea of simultaneity captures this: a person’s identities don’t stack; they merge into distinct experiences (Kim, 2023). Compartmentalization vs. Wholeness Chay Brown, speaking as a trans, queer, and disabled person, describes the bureaucratic and emotional burden of constantly justifying their identity in systems that treat each part separately. Crenshaw argues this single-axis thinking perpetuates exclusion—even in institutions claiming to be inclusive (Brown, 2023). Reflecting on Practice During my time as a specialist technician in Sculpture & Computational Arts at UAL, I’ve observed a gap between our institution’s progressive values and the actual support available for students with diverse needs. While the disability service works diligently to identify students’ requirements, the implementation of accommodations often falls short. Accessibility extends beyond physical adjustments. It involves recognizing how intersecting identities affect participation. Many students face challenges not just from disability alone, but from how their approaches to learning don’t align with able-bodied expectations. This becomes more complex when considering language differences, learning styles, and socioeconomic factors. Our current unit structure, with its emphasis on deadlines and output, inadvertently favors certain ways of working. It prioritizes quick production, technical proficiency, and independent progress—qualities that may be less accessible to some students. A 2023 UAL report (Careers and Employability at University of the Arts London, 2023) noted that 15.3% of students have declared disabilities, with many being dyslexic or neurodivergent. This significant proportion deserves thoughtful consideration in how we structure learning environments. For UAL to fully embody its inclusive values, we might consider developing more flexible assessment methods and reimagining support systems that address the multifaceted nature of accessibility. References Adepitan, A. (2020) Ade Adepitan gives amazing explanation of systemic racism. YouTube. Available at: https://www.youtube.com/watch?v=KAsxndpgagU&t=3s [Accessed 22 Apr. 2025]. Brown, C. (2023) Intersectionality in Focus: Empowering Voices during UK Disability History Month 2023. YouTube. Available at: https://www.youtube.com/watch?v=_yID8_s5tjc&t=2s [Accessed 22 Apr. 2025]. Careers and Employability at University of the Arts London (2023) Evidence – inquiry into employment and career support for young disabled people leaving education and entering the job market and workplace. Careers and Employability YDP0017. London: University of the Arts London. Available at: https://committees.parliament.uk/writtenevidence/124755/pdf/ [Accessed: 22 April 2025] Crenshaw, K. (1989). Demarginalizing the Intersection of Race and Sex: a Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Politics. University of Chicago Legal Forum, [online] 1989(1), pp.139–167. Available at: https://chicagounbound.uchicago.edu/cgi/viewcontent.cgi?article=1052&context=uclf. Kim, C.S. (2023) Christine Sun Kim in “Friends & Strangers” – Season 11 | Art21. YouTube. Available at: https://www.youtube.com/watch?v=2NpRaEDlLsI [Accessed 22 Apr. 2025]. University of the Arts London (2020). The Social Model of Disability at UAL. YouTube. Available at: https://www.youtube.com/wa […] “Shaping Inclusive Spaces: Disability, Identity and Creative Practice”