Skip to main navigation menu Skip to main content Skip to site footer
University of the Arts London

SAKE: Student-led, skills-based workshops to support inclusivity within the creative curriculum


Prompted by questions surrounding inclusive education in the UK and attainment gaps between degree classifications for home BAME (Black, Asian and minority ethnic) and home White students in higher education (HE), this article seeks to explore student-led, skills-based workshops as inclusive educational provision for art and design students. Focus group data from student participants in the workshops – entitled SAKE (Skills and Knowledge Exchange) – is discussed here and considered in the light of theories around culture, education, race and identity, including the work of Stuart Hall, Carl Rogers, Dennis Atkinson, David Gillborn. 


inclusivity, student-led workshop, creative curriculum, institutional change


Author Biography

Michelle Wild

Michelle Wild has taught at many of the UK’s leading creative institutions including UAL and RCA and is currently Weave tutor at Middlesex University. Michelle has supplied textiles to an international list of clients including Eva Jiricna Architects (UK), Jack Lenor Larsen (New York), Barneys (Japan), Takashimaya (New York) and Neisha Crosland (UK). 



  1. Atkinson, D. (2011) Art, equality and learning: Pedagogies against the state. Rotterdam: Sense Publishers.
  2. Barnett, R. (2007) A will to learn: Being a student in an age of uncertainty. Maidenhead: Open University Press / Society for Research into Higher Education.
  3. Collins English Dictionary (2017) ‘Definition of inclusivity’, Collins Dictionary, Harper Collins Publishers. Available at: (Accessed: 6 December 2017).
  4. Doy, G. (2003) ‘Reflections on multicultural art history’ in Addison, N. and Burgess, L. (eds.) Issues in art and design teaching. London; New York: Routledge and Falmer, pp.199–210.
  5. Equality Challenge Unit (2013) Degree attainment gaps. Available at: (Accessed: 6 December 2017).
  6. Gillborn, D. (1992) ‘Citizenship, “race” and the hidden curriculum’, International Studies in Sociology of Education, 2(1), pp.57–73.
  7. Hall, S. (2003) ‘Cultural identity and diaspora’ in Braziel, J.E. and Mannur, A. (eds.) Theorizing diaspora: A reader. Malden, MA: Wiley-Blackwell, pp.222–236.
  8. Hall, S. (1996) ‘Who needs identity?’ in du Gay, P. and Hall, S. (eds.) (2000) Questions of Cultural Identity. London: Sage Publications, pp.1-17.
  9. Hall, S. (1989) ‘Cultural identity and cinematic representation’, Framework: The Journal of Cinema and Media, 36, pp.68–81.
  10. McNiff, J. (2001) Action research: Principles and practice. London: Routledge.
  11. Smith, M. K. (1997/2004) ‘Carl Rogers and informal education’, Encyclopaedia of Informal Education, 29 May 2012. Available at: (Accessed: 6 December 2017).
  12. Smith, M. (1982) ‘Creators not consumers: Rediscovering social education’, Encyclopaedia of Informal Education. 2nd edn. Available at: (Accessed: 6 December 2017).
  13. Wenger, E, (1998) ‘Communities of practice: Learning as a social system’, The Systems Thinker, 9(5). Available at: (Accessed: 6 December 2017).
  14. Wild, M. (2013) Internal University of the Arts London (UAL) report. Unpublished.
  15. Wild, M. (2011) Bitch and Stitch: Can simple skills based learning be better implemented through and facilitated by student led workshops within Communities of Practice? Internal University of the Arts London (UAL) PgCert Academic Practice project. Unpublished.