World Teachers’ Day and thinking through the benefits of teaching teenagers

This post was contributed by Emily Williams, a PhD student studying Humanities and Cultural Studies in Birkbeck’s School of Arts.

Emily Williams

Yesterday was World Teachers’ Day and this annual celebration of such an important profession has made me reflect on my own teaching experiences. This spring I gave six 40-minute tutorials to two groups of six Year 9 and 10 pupils (aged 14 and 15) from Eastbury Comprehensive School in east London. The placement was arranged by The Brilliant Club – an award-winning non-profit organisation that exists to widen access to top universities for outstanding pupils from non-selective state schools.

Teaching my first lesson about propaganda posters in Mao Zedong’s China was a daunting experience. I had planned a relatively complex discussion of the term ‘propaganda’ and had no idea what to expect from the students. Would they pay attention? Would they participate? Thankfully, they were switched on and engaged, making thoughtful comments and participating eagerly. I think they particularly enjoyed the anti-Nazi Disney film we watched, featuring Donald Duck in Nazi Germany!

In subsequent lessons we moved on to looking at Maoist China, and while I know they found this section difficult, I was impressed with how quickly they grasped the major historical events that we covered. Where they really started to shine, however, was when we moved on to visual analysis of the posters. One of my major aims was to teach them that there isn’t a right answer for everything. So often, our education system seems to focus on exam preparation, with its attendant narrow conceptions of knowledge. With visual analysis, there was no right answer – I was genuinely interested in how they saw the posters. Some students couldn’t shake themselves out of their normal learning patterns and just wrote what they thought I wanted to read, but a few students really got creative, and came up with some really interesting observations, looking at gender positioning in the posters, or rhetorical strategies for dealing with enemies.

The course was seriously challenging – forcing pupils to think critically about the concept of propaganda, develop an understanding of the history of Mao’s China, and carry out visual analysis on so-called propaganda posters. On top of that, they also had to grapple with a tailor-made online platform, which gave each pupil their own space to gather research in preparation for their final assignment.

Most of my students were already planning on going to university, but I hope my course gave them a further glimpse of both their own potential and the sorts of learning and research they can undertake.  At our Brilliant Club graduation ceremony in Oxford, it was clear that the students were proud of their work, and I hope many of them gained in confidence as a result.

I think working with young people is really important for academics. My personal research looks at China, a country often misunderstood and misconstrued in the media and popular culture. While what can be accomplished in six short lessons is limited, I hope that I have raised their interest in China, and also helped them think more critically about how information is communicated and perceptions are shaped. We were looking at posters from Mao’s China, but the lessons about rhetoric and persuasion apply just as much to understanding advertising and the media today. I think academics can also benefit from this sort of work, both from having to learn to communicate our research more clearly and simply, but also from the insights young people can provide. A colleague of mine told me the whole frame of his thesis came into focus based on one observation by a student.

Working with Brilliant Club was time-consuming, but I think also has a lot of benefits. For many PhD students, this will be our only chance to design a course, and this (I hope!) will help us in job applications in the future. It’s also a chance to remember why we’re in education in the first place: the production of knowledge is our central concern, but for me, the opportunity to communicate this knowledge to new audiences is just as important.

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Birkbeck’s journey from 1823 to London 2012

This post was contributed by Tricia King, Birkbeck’s Pro-Vice-Master for Student Experience and Director of External Relations

“What would George think?” is shorthand at Birkbeck for “are we still true to our mission?”, and it’s the title of a new blog that records our attempts to find the right way through a challenging  time of major change in higher education.

Our story began in 1823 with radical thinking and a packed London pub. George Birkbeck, the College’s founding father, had placed an advert in The Times promoting his vision of evening education for adults. Around 2,000 people responded by flocking to the Crown and Anchor Tavern on the Strand to hear what Birkbeck and his supporters had to say. And so, the London Mechanics’ Institute, later re-named Birkbeck College, was born. Birkbeck’s actions triggered a hostile response from the government and media of the day.  “If you educate the sailor to the same level of the captain, what you will get is mutiny” said the first, by educating the working classes, “this man is sewing the seeds of evil in our society” said the second.

Modern day Birkbeck, “London’s evening university”, now offers a flexible education to a 18,000- strong student population as diverse as the capital city.  Our youngest student is 18, our oldest graduated last year aged 102.  We are a College of the University of London and a world top 150 research intensive university, yet we educate one of the most non-traditional student bodies in the UK.  We believe we are an institution that has tenaciously held onto our mission, despite the College history books recording the many crises we have survived over the years.  Defending our commitment to research and the flexible education of non-traditional students is always challenging. Our unique mission always means that change affects us differently when compared with other higher education institutions.

George would undoubtedly recognise current aspirations, none more so than our efforts to bring our unique blend of high quality, evening education to east London – an area of low participation in higher education. Since 2007, Birkbeck has worked in partnership with the University of East London to bring evening education into the mix to enable ambitious east Londoners to maximise the opportunities opening up in their area. We will also start a post-Olympic countdown of our own this autumn to mark one  year until our new campus opens in Stratford in September 2013.

As well as our close association with educational opportunities and the regeneration of Stratford catalysed by the Olympics, we also have sporting links with London 2012. Birkbeck has long been proud of the achievements of its exceptional students and, as a capital city university, it is delighted that a former student starts his London Olympic journey in the next few days.  Weeks after completing his PhD in crystallography with us, rower Rob Williams is a contender for a gold medal in the lightweight men’s four. He and his GB teammates are joint favourites for first place after winning the World Cup competition in Munich in June. Their first heat in the Olympics will be on Saturday 28 July at Eton Dorney. We will be watching with keen interest.

‘What would George think’ if he were around today?  He would be both delighted and concerned.  Delighted with the College’s determination to survive and thrive at a time of change and delighted with the achievements of all our students, whether they are taking part in the world’s greatest sporting event or taking up the opportunity of a first class education at a world-class institution.  Concern would focus, as always, on how our unique institution can be true to our mission and George’s vision in the hard times ahead.

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