Books by Sam Broadhead
Access education has been through many changes since its beginnings in the late 1960s. Recent sh... more Access education has been through many changes since its beginnings in the late 1960s. Recent shifts in the academic landscape including standardization, grading, and new tensions in higher education raise difficult questions for educators regarding the future of access education.
This book critically examines various aspects of Access education from a historical perspective. It proposes that there are particular 'Access' values that are shared by practitioners that can be at odds with the needs of higher education. Wider questions concerning funding and accountability underpinned by neoliberalism have also had an impact on Access education. The authors, practitioners and researchers of Access education, gather their insights in this timely book, grounded in authentic experience. They explore the ways in which policies and procedures have been developed in light of these tensions. By drawing particular attention to the voices of Access practitioners and highlighting the current constraints around curriculum design this book will prove invaluable for leaders, administrators, researchers and practitioners in further and higher education.
The aim of this research project was to evaluate how well Access tutors could work together with ... more The aim of this research project was to evaluate how well Access tutors could work together with HE staff to improve pedagogy with a specialist art and design college. This case study illustrated the benefits and challenges of working with other sectors in art and design education. Access tutors observed HE sessions where students presented work and received feedback in the studio (studio critiques) . Through discussion and critical reflection strategies for improving Access delivery were identified based on a Joint Practice Development approach.
Students who have started their undergraduate degrees in art and design with an Access to HE dipl... more Students who have started their undergraduate degrees in art and design with an Access to HE diploma rather than A’ Levels and a Pre-BA Foundation Course can be described as ‘non-traditional’ because they have had different previous learning and life experiences. They are likely to be seen as mature and also to come from under-represented groups in higher education. This discussion revisits the work of educational sociologist Basil Bernstein in order to explore how non-traditional students with diverse backgrounds are at times excluded from the visible and invisible pedagogies of art and design higher education. Bernstein has described how seemingly opposing pedagogic models act selectively on different social groups, privileging the middle classes. Bernstein proposes that educational institutions construct curricula based assumptions about the currency of students’ skills and their access to resources such as time and space. By looking at the pedagogic devise of studio practice, which is often central to an art and design education, it is possible to see it as an example of an implicit invisible pedagogy which is framed by a more explicit visible one. Due to aspects of surveillance that are associated with an invisible pedagogy non-traditional students from backgrounds other than the middle classes are in danger of being misread by tutors. In turn these students are likely to misread the significance of studio practice as a means of being creative.
Artist Reviews by Sam Broadhead
An exploration of the gothic and and uncanny aspects of Sharon Harvey's landscape photography mad... more An exploration of the gothic and and uncanny aspects of Sharon Harvey's landscape photography made with analogue and wet processes.
A review of the work of Emily Towler, a yorkshire sculptor who works with issues to do with gende... more A review of the work of Emily Towler, a yorkshire sculptor who works with issues to do with gender identity.
Prashant Pandya, Sandra Whyles, Carol Sorhaindo and Lubaina Himid made up a panel of speakers who... more Prashant Pandya, Sandra Whyles, Carol Sorhaindo and Lubaina Himid made up a panel of speakers who discussed a range of art works housed in Leeds Art Gallery from a post-colonial perspective. This was also an opportunity to see Himid's painting Five (1991) which is on permanent loan. The event was inspired by Black History Month and called for more work by black artists to be owned by the gallery.
Leeds College of Art, Vernon street building Garry Barker's work captures something most of us ha... more Leeds College of Art, Vernon street building Garry Barker's work captures something most of us have lost. That is the childhood fascination and connection with locality. It reminds us that our immediate environments and communities still have significance in our increasingly globalised culture. Back Streets, snickets, gunnels, backyards, gardens disused patches of landordinary spaces where extra-ordinary happenings can resonate.
Papers by Sam Broadhead
Great Debates in Higher Education is a series of short, accessible books addressing key challenge... more Great Debates in Higher Education is a series of short, accessible books addressing key challenges to and issues in higher education, on a national and international level. These books are research informed but debate driven. They are intended to be relevant to a broad spectrum of researchers, students, and administrators in higher education and are designed to help us unpick and assess the state of higher education systems, policies, and social and economic impacts.
Great Debates in Higher Education is a series of short, accessible books addressing key challenge... more Great Debates in Higher Education is a series of short, accessible books addressing key challenges to and issues in higher education, on a national and international level. These books are research informed but debate driven. They are intended to be relevant to a broad spectrum of researchers, students, and administrators in higher education and are designed to help us unpick and assess the state of higher education systems, policies, and social and economic impacts.
This document brings together materials produced for and during a PhD by Design study and worksho... more This document brings together materials produced for and during a PhD by Design study and workshop day held at Leeds College of Art on May 14th 2015. This day was dedicated to exploring multiple possibilities of innovatively disseminating practice based design research. Twenty-nine participants contributed to the day with a 5 minute presentation of one instance of dissemination of their research, reflecting on what they did, what worked and what did not and why. These presentations, and the practices at their core, where the basis for our collective exploration. This journal has been produced on May 14th 2015 as an experiment in how knowledge generated through an event can be disseminated instantly - in a form that allows for unpolished and fresh thoughts to be circulated. The Instant Journals pages consist of each participants biography, their research topic and a question that they were looking to explore on the day. This is followed by a page where they had one hour at the end of...
This article draws on Bernstein's model of democratic education to explore the experiences of pos... more This article draws on Bernstein's model of democratic education to explore the experiences of post-Access students who enter higher education within the subject area of art and design. It considers areas of difficulty in relation to enhancement, inclusion and participation among non-traditional students who perceive themselves as being in the minority on an art and design degree alongside ‘traditional students’ who have come through school/college rather than Access. It argues that post-Access students are constructed as the ‘pedagogised other’ through the signature pedagogies of art and design and the horizontal discourses of the studio. It can also be seen that their presence upsets the mythological solidarities based on age and creativity. The discussion focuses on an understanding of democracy with a stress on the importance of political action by marginalised ‘others’ in order to construct new educational orders that consider their needs. The narratives of post-Access students suggest that they do not always feel included on their course and they also do not have the confidence to call for change or participate in political action.
Conference proceedings by Sam Broadhead
This document brings together materials produced for and during a PhD by Design study and worksho... more This document brings together materials produced for and during a PhD by Design study and workshop day held at Leeds College of Art on May 14th 2015. This day was dedicated to exploring multiple possibilities of innovatively disseminating practice based design research.
Graphic design: Maria Portugal
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Books by Sam Broadhead
This book critically examines various aspects of Access education from a historical perspective. It proposes that there are particular 'Access' values that are shared by practitioners that can be at odds with the needs of higher education. Wider questions concerning funding and accountability underpinned by neoliberalism have also had an impact on Access education. The authors, practitioners and researchers of Access education, gather their insights in this timely book, grounded in authentic experience. They explore the ways in which policies and procedures have been developed in light of these tensions. By drawing particular attention to the voices of Access practitioners and highlighting the current constraints around curriculum design this book will prove invaluable for leaders, administrators, researchers and practitioners in further and higher education.
Artist Reviews by Sam Broadhead
Papers by Sam Broadhead
Conference proceedings by Sam Broadhead
Graphic design: Maria Portugal
This book critically examines various aspects of Access education from a historical perspective. It proposes that there are particular 'Access' values that are shared by practitioners that can be at odds with the needs of higher education. Wider questions concerning funding and accountability underpinned by neoliberalism have also had an impact on Access education. The authors, practitioners and researchers of Access education, gather their insights in this timely book, grounded in authentic experience. They explore the ways in which policies and procedures have been developed in light of these tensions. By drawing particular attention to the voices of Access practitioners and highlighting the current constraints around curriculum design this book will prove invaluable for leaders, administrators, researchers and practitioners in further and higher education.
Graphic design: Maria Portugal