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	<title>myblog | Adriano Digaudio | Activity</title>
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				<title>Adriano Digaudio posted a new activity comment</title>
				<link>https://adigaudio.myblog.arts.ac.uk/2026/06/15/blog-post-3-race-representation-is-designed-not-assumed/#comment-5</link>
				<pubDate>Tue, 14 Jul 2026 08:43:57 +0000</pubDate>

									<content:encoded><![CDATA[<p>Hi Gaia,</p>
<p>Thank you for engaging so thoughtfully with all three of my posts. I’ve really valued the way you connected ideas across disability, faith and race, rather than treating them as separate conversations.</p>
<p>Your comments helped me recognise the consistent thread running through my own thinking more clearly; that access, representation and p&hellip;<span class="activity-read-more" id="activity-read-more-610897"><a href="https://adigaudio.myblog.arts.ac.uk/2026/06/15/blog-post-3-race-representation-is-designed-not-assumed/#comment-5" rel="nofollow ugc">Read more</a></span></p>
				<strong>In reply to</strong> -
				<a href="https://myblog.arts.ac.uk/members/adigaudio/" rel="nofollow ugc">Adriano Digaudio</a> wrote a new post on the site <a href="https://adigaudio.myblog.arts.ac.uk" rel="nofollow ugc">Adriano DiGaudio</a> <strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=142" rel="nofollow ugc">Blog Post 3 &#8211; Race; representation is designed, not assumed</a></strong>In my professional futures work, I have been thinking about race through visibility. Who [&hellip;]			]]></content:encoded>
				
				
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				<title>Adriano Digaudio wrote a new post on the site Adriano DiGaudio</title>
				<link>https://adigaudio.myblog.arts.ac.uk/?p=157</link>
				<pubDate>Mon, 13 Jul 2026 13:14:35 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=157" rel="nofollow ugc">Paid Student Work as Inclusive Pedagogy; Designing Fairer Access to Professional Opportunity</a></strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=157" rel="nofollow ugc"><img loading="lazy" src="https://adigaudio.myblog.arts.ac.uk/files/2026/07/Screenshot-2026-07-14-at-13.56.55-285x300.png" /></a> My intervention focuses on how paid student work can become part of inclusive pedagogy, rather than simply an operational staffing solution. <a href="https://adigaudio.myblog.arts.ac.uk/?p=157" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Adriano Digaudio posted a new activity comment</title>
				<link>https://gaiacroce.myblog.arts.ac.uk/2026/05/04/inclusive-practices-blog-task-1-disability/#comment-2</link>
				<pubDate>Fri, 10 Jul 2026 10:05:44 +0000</pubDate>

									<content:encoded><![CDATA[<p>Hi Gaia, I found this really strong, particularly the shift from access as compliance to access as a creative and political part of architectural education. The examples of Ade Adepitan, Christine Sun Kim and Poppy Levison helped me understand visibility not only as representation, but as a condition for belonging and possibility.</p>
<p>Your post&hellip;<span class="activity-read-more" id="activity-read-more-610784"><a href="https://gaiacroce.myblog.arts.ac.uk/2026/05/04/inclusive-practices-blog-task-1-disability/#comment-2" rel="nofollow ugc">Read more</a></span></p>
				<strong>In reply to</strong> -
				<a href="https://myblog.arts.ac.uk/members/gcrocella/" rel="nofollow ugc">Gaia Crocella</a> wrote a new post on the site <a href="https://gaiacroce.myblog.arts.ac.uk" rel="nofollow ugc">Gaia Crocella </a> <strong><a href="https://gaiacroce.myblog.arts.ac.uk/?p=60" rel="nofollow ugc">Inclusive Practices Blog Task 1: Disability</a></strong>Systemic Inequality, Visibility and the Creative Potential of Lived Experience    Ade Adepitan (ParalympicsGB, [&hellip;]			]]></content:encoded>
				
				
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				<title>Adriano Digaudio wrote a new post on the site Adriano DiGaudio</title>
				<link>https://adigaudio.myblog.arts.ac.uk/?p=142</link>
				<pubDate>Mon, 15 Jun 2026 07:32:42 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=142" rel="nofollow ugc">Blog Post 3 &#8211; Race; representation is designed, not assumed</a></strong>In my professional futures work, I have been thinking about race through visibility. Who gets platformed as a possible future for students? Who <a href="https://adigaudio.myblog.arts.ac.uk/?p=142" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<guid isPermaLink="false">e092f7d1ae532c86c9bdd952f4873138</guid>
				<title>Adriano Digaudio wrote a new post on the site Adriano DiGaudio</title>
				<link>https://adigaudio.myblog.arts.ac.uk/?p=141</link>
				<pubDate>Mon, 15 Jun 2026 07:23:43 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=141" rel="nofollow ugc">Blog Post 2 – Faith and belief; holding disagreement without silencing student voice</a></strong>The faith and belief theme has made me think about what inclusion means when there is deep disagreement. One example from my practice involved <a href="https://adigaudio.myblog.arts.ac.uk/?p=141" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<guid isPermaLink="false">49723b0f66d382dd9f6a3af5a9132498</guid>
				<title>Adriano Digaudio wrote a new post on the site Adriano DiGaudio</title>
				<link>https://adigaudio.myblog.arts.ac.uk/?p=140</link>
				<pubDate>Mon, 15 Jun 2026 07:21:22 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=140" rel="nofollow ugc">Blog Post 1 &#8211; Disability; access is designed, not added later</a></strong>In my context, disability inclusion is not only about formal adjustments or individual support. It is about whether access is designed into <a href="https://adigaudio.myblog.arts.ac.uk/?p=140" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Adriano Digaudio wrote a new post on the site Adriano DiGaudio</title>
				<link>https://adigaudio.myblog.arts.ac.uk/?p=53</link>
				<pubDate>Sun, 22 Mar 2026 19:38:02 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=53" rel="nofollow ugc">Use of Generative AI in this Portfolio</a></strong>I used generative AI as a support tool during the development of this portfolio. Its role was limited to helping me synthesise information from <a href="https://adigaudio.myblog.arts.ac.uk/?p=53" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<guid isPermaLink="false">a38b9acf05af5f0b988fa18ae19e8622</guid>
				<title>Adriano Digaudio wrote a new post on the site Adriano DiGaudio</title>
				<link>https://adigaudio.myblog.arts.ac.uk/?p=52</link>
				<pubDate>Sun, 22 Mar 2026 19:36:34 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=52" rel="nofollow ugc">Microteach Reflection</a></strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=52" rel="nofollow ugc"><img loading="lazy" src="https://adigaudio.myblog.arts.ac.uk/files/2026/03/IMG_0647-scaled.jpg" /></a> I approached the microteach with much more anxiety than I expected. In my wider teaching practice, I feel most comfortable once learning moves <a href="https://adigaudio.myblog.arts.ac.uk/?p=52" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<guid isPermaLink="false">2aec844897c3831cc3d1a62f5cf2de9a</guid>
				<title>Adriano Digaudio wrote a new post on the site Adriano DiGaudio</title>
				<link>https://adigaudio.myblog.arts.ac.uk/?p=50</link>
				<pubDate>Sun, 22 Mar 2026 19:31:09 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=50" rel="nofollow ugc">Case Study 3: Making hidden learning visible through explicit feedback and skills mapping</a></strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=50" rel="nofollow ugc"><img loading="lazy" src="https://adigaudio.myblog.arts.ac.uk/files/2026/03/Screenshot-2026-03-23-at-07.33.46.png" /></a> At the point of reviewing feedback, students often say they “didn’t get” something related to Professional Practice; namely the skills or attri <a href="https://adigaudio.myblog.arts.ac.uk/?p=50" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Adriano Digaudio wrote a new post on the site Adriano DiGaudio</title>
				<link>https://adigaudio.myblog.arts.ac.uk/?p=48</link>
				<pubDate>Sun, 22 Mar 2026 19:28:24 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=48" rel="nofollow ugc">Case Study 2: Planning for and supporting student learning through SHOW</a></strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=48" rel="nofollow ugc"><img loading="lazy" src="https://adigaudio.myblog.arts.ac.uk/files/2026/03/Image-scaled.jpeg" /></a> As Professional Practice Lead and Graduate Show Manager across Camberwell, Chelsea and Wimbledon, I have come to understand SHOW not simply as <a href="https://adigaudio.myblog.arts.ac.uk/?p=48" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Adriano Digaudio wrote a new post on the site Adriano DiGaudio</title>
				<link>https://adigaudio.myblog.arts.ac.uk/?p=47</link>
				<pubDate>Sun, 22 Mar 2026 19:24:50 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=47" rel="nofollow ugc">Case Study 1: Responding to UKVI restrictions to make professional practice fairer for international students</a></strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=47" rel="nofollow ugc"><img loading="lazy" src="https://adigaudio.myblog.arts.ac.uk/files/2026/03/CAMB_BA_2023_ILLUSTRATION_03-1-scaled.jpg" /></a> In 2025, as Professional Practice Lead and Graduate Show Manager across Camberwell, Chelsea and Wimbledon, I became increasingly aware that some <a href="https://adigaudio.myblog.arts.ac.uk/?p=47" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Adriano Digaudio wrote a new post on the site Adriano DiGaudio</title>
				<link>https://adigaudio.myblog.arts.ac.uk/?p=46</link>
				<pubDate>Sun, 22 Mar 2026 19:19:49 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=46" rel="nofollow ugc">Reflective Post 4: Making Ambitious Practice Possible</a></strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=46" rel="nofollow ugc"><img loading="lazy" src="https://adigaudio.myblog.arts.ac.uk/files/2026/03/CAMBERWELL_BA_FINE_ART_PAINTING_2024_GENERAL-EXHIBITION-ROOM-61-2-scaled.jpg" /></a> I&#8217;ve observed how institutional process can quietly shape what students feel able to do. In particular, I became increasingly aware that Risk <a href="https://adigaudio.myblog.arts.ac.uk/?p=46" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Adriano Digaudio wrote a new post on the site Adriano DiGaudio</title>
				<link>https://adigaudio.myblog.arts.ac.uk/?p=45</link>
				<pubDate>Sun, 22 Mar 2026 19:15:38 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=45" rel="nofollow ugc">Reflective Post 3: Students as Partners in Paid Professional Practice</a></strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=45" rel="nofollow ugc"><img loading="lazy" src="https://adigaudio.myblog.arts.ac.uk/files/2026/03/IMG_0635-1.jpg" /></a> A growing area of focus in my work has been creating paid opportunities for students to work alongside us on real projects, rather than <a href="https://adigaudio.myblog.arts.ac.uk/?p=45" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Adriano Digaudio wrote a new post on the site Adriano DiGaudio</title>
				<link>https://adigaudio.myblog.arts.ac.uk/?p=44</link>
				<pubDate>Sun, 22 Mar 2026 19:13:14 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=44" rel="nofollow ugc">Reflective Post 2: Making Possible Futures Visible</a></strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=44" rel="nofollow ugc"><img loading="lazy" src="https://adigaudio.myblog.arts.ac.uk/files/2026/03/Careers-Fair_25_1.jpg" /></a> Students often report struggling to see themselves in successful creative careers. This sits behind a lot of what appears in student feedback <a href="https://adigaudio.myblog.arts.ac.uk/?p=44" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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				<title>Adriano Digaudio wrote a new post on the site Adriano DiGaudio</title>
				<link>https://adigaudio.myblog.arts.ac.uk/?p=42</link>
				<pubDate>Sun, 22 Mar 2026 19:11:00 +0000</pubDate>

									<content:encoded><![CDATA[<p><strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=42" rel="nofollow ugc">Reflective Post 1: Making Learning Explicit</a></strong><a href="https://adigaudio.myblog.arts.ac.uk/?p=42" rel="nofollow ugc"><img loading="lazy" src="https://adigaudio.myblog.arts.ac.uk/files/2026/03/Love-lane-sign-by-Nick-Goring-Graduate-Showcase_60976.jpg" /></a> A recurring issue in my practice has been the mismatch between what students say they want from their education and what they later feel they <a href="https://adigaudio.myblog.arts.ac.uk/?p=42" rel="nofollow ugc"><span>[&hellip;]</span></a></p>
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