This read is fascinating as through the existing data on student retention and attainment writers have discussed the existing gap between retained students in arts vs other disciplines. This is alarming and more so for me as a lecturer who have been engaged with LCF from HPL capacity from 2015. As a full time lecturer in LCF I am delighted to come across such interesting insight. Accordingly :”Art and Design is one of the disciplines with the highest percentages of students leaving with no award (6%) with a disproportionate difference between White students (6%) and Black student groups (Black British Caribbean 9%, Black or Black British African 13%, other Black backgrounds 10%).” (Finnigan and Richards,2016: PP. 4).

Cultural Capital :

The writers explain the existing gap could be due to “Cultural Capital”. Cultural capital could be explained as social asset of a person which comprises of education, intellect, style of speech and style of dress, etc, that promotes social mobility within a stratified society. The term was coined by French sociologist Pierre Bourdieu back in 1970s , who developed the idea to explain how power in society was transferred and social classes are maintained.

From Bourdieu’s perspective the more capital one has, the more social status one will earn in a society. In a modern society schools are promoted to increase cultural capital of the society, in a sense to promote knowledge exchange on part of an individual who is knowledgeable in wider range of cultural topics and willing to discuss the values it promotes. Of course this can be achieved through vast array of experience and access to skill development. Baghat and O’Neill (2011) discuss the pervasive nature of cultural capital in arts education, arguing the art’s discipline main focus is on talent rather than privilege.

However interestingly Sabri’s research indicate else and she discusses albeit all encompassing façade promoted in Art discipline, there is an exclusionary nature of the art education which can be explained on the attainment gap we are facing in the discipline (Sabri, 2015).

Inclusive Curriculum and self Identity:

Apparently reflecting on ones identity and creating the work in accordance to what is expected from Art and design Disciple students. However the nature of the real practice tends to differ according to findings (Sabri, 2015). Sabri’s work demonstrate getting the higher grade would require students to follow certain tutoring guidelines, the result might be contradictory to what needs to be achieved as one needs to follow tutorial guideline rather than reflecting on self identity.

Bhagat and O’Neill (2011) discuss perhaps in order to reflect on new type of education HE institutes need to priorities Inclusivity practice in their core, the result might enhance students self identity on their work. Thus as a new mandate perhaps HE needs to move forward and create an inclusive practice and transformative culture. In the article the authors acknowledge positive changes in research practice of the HE research which has been more successful in adopting and attracting further funding in the discipline (Richards and Finnigan, 2015).

The question to ask:

How could we embrace and institutionalise Inclusive practice in a forward looking manner? How could we create and implement real mechanisms to cement the real changes in HE.

How could we practice decolonising curriculum in our way of teaching?

Refernces:

Bhagat, D. and O’Neill, P. (2011b) Writing Design. In: Deane, M. and O’Neill, P. (eds.) Writing in the
Disciplines. Hampshire: Palgrave-MacMillan, pp. 174–94;

Finnigan and Richards, (2016), ” w ‘Retention and attainment in the disciplines: Art and Design’, HE Academy; Accessed June 2022:https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document- nager/documents/hea/private/ug_retention_and_attainment_in_art_and_design2_1568037344.pdf;

Sabri, D. (2015) Students’ Practice and Identify Work at UAL: Year 2 Experiences. Year two report of a fouryear longitudinal study.