My practice interrogates higher education knowledge and encourages students to take control of learning outcomes and assessment methods. It is inspired by student centred projects at Lincoln and Exeter universities my own experience of working with marginalized students and Kester’s (2005) work on the concept of dialogue based socially engaged contemporary art. In the same way that this artistic movement avoids the tradition of object making for a passive audience I have tried to replace the traditional lecturer led lecture and seminar with a process based approach. This includes the co creation of curriculum content and the orchestration of collective encounters in the seminar where students share their stories and experiences to bring educational theory and debate to life. I believe that this approach counters feelings of alienation amongst students and has the potential to generate new knowledge and understanding.
