Author Archives: Eilis Searson

To continue to question art school education and its role in preparing students for industry futures, the link between race and class must also be explored. Rhianna Garrett’s 2024 paper on how racism shapes careers, evidenced how racialised minority PhD … Continue reading →

Realism has nothing to do with the Real. On the contrary, the Real is what realism has continually to suppress.[1] Mark Fisher suggests capitalist realism is about naturalising a set of political determinations. Today, artistic production plays a central role … Continue reading →

I am interested in the idea of ‘critical art’,[1] especially in relation to why an individual might want to attend an art school. Martha Rosler’s Culture Class, discusses whether political and socio-critical art can survive in an overheated market environment … Continue reading →

In 2018, I was collaborating with a writing partner called Brett Darling, often by email, sometimes by text. In December I sent him the following text message: dear b, it is possible to speak with our heart directly. most ancient … Continue reading →

this blog is solely for exchanging developmental feedback between colleagues. its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation, … Continue reading →

attached below as a word document is a review a peer’s practice, and their preparatory reflections.

(student work from session by millie cobb-stanier) attached below as a word document is a review of my practice written by a peer, and my response to their feedback. i arranged for both my teaching observations to take place on … Continue reading →

reflective blog post (IV)The introductory session for the PGCert, lead by Lindsay Jordan, took place in a rectangular, long room, with a presentation screen on one end, and a passage for walking past rows of student desks along the long … Continue reading →

attached to this post as a word document is a reflective blog post (III), reflecting further on the idea of ‘the charismatic lecturer’, and expectations of parity (not performativity) in higher education in 2024, towards how a ‘both-and’ approach might be understood … Continue reading →