Antony Johnston

Curriculum Development Programme Director

University of the Arts London


Antony Johnston is a Programme Director at University of the Arts London. Antony leads on University priorities related to the reward and recognition of teaching and support staff and leads the ‘Education for Sustainability’ unit on the MA Academic Practice in Art, Design and Communication. Prior to this, Antony was a Programme Director in the School of Design at London College of Communication and was also college coordinator for the Centre for Excellence in Teaching and Learning / Centre for Learning in Practice (CLIP/CETL).

Antony’s research interests have emerged directly from his higher level studies: MA Digital Imaging, MA Policy Studies in Education and MSc Counselling and Psychotherapy. Early research work emerged out of practice based teaching issues from both student and staff perspectives, for instance: Students' use and perception of feedback in Art and Design which funded by a CLIP/CETL Pedagogic Research Fund and also Co-researcher investigating Teaching Landscapes in the Creative Arts, also CLIP/CETL funded. Recent work has focused upon ethical and sustainable practice in teaching and learning particularly in relation to barriers to learning that environmental issues can invoke. 

Research interests

Art and design teaching and learning, sustainability, ethics, social justice, Higher Education, practice based research, professionalization, participatory pedagogy.

Research statement

My current research has grown out of his early phenomenological and discursive work in teaching and learning and increasingly considers wider ethical issues that emerge from practice-based issues. I draw upon approaches such as phenomenological inquiry, discourse analysis and (auto-) ethnography in order to better understand a range of practices that include relational, therapeutic, professional and pedagogic issues. For instance, From Consumer to Citizen: Engaging Students with Participative Methods in Design, considers some of the emotional and ethical issues raised by teachers adopting a sustainable approach to curriculum development. The analysis reveals some of the tensions that emerge when teachers act as both expert and facilitator and that sustainable approaches place a greater emphasis upon relational skills of both teacher and learner.

Current work emerges out of my PhD research and explores the processes of professionalization and subjectivation; which attempts to capture how subjects are shaped by discourses. This work considers how subjects are both subject to discourse, but also have the capacity to play with these in ways that are both helpful and unhelpful.  

Selected research outputs

  • Teaching as Creative Practice Symposium

    Johnston, Antony and Roth, Cara Lee (2015) Teaching as Creative Practice Symposium. In: Teaching as Creative Practice Symposium, 22 April 2015, University of the Arts London, John Princes Street.

  • Curriculum development towards a sustainable university

    Johnston, Antony (2015) Curriculum development towards a sustainable university. In: Education for Sustainability in Higher Education – Achievements and Prospects, 8 January 2015, Plymouth University.

  • From Consumer to Citizen: Engaging Students with Participative Methods in Design

    Johnston, Antony (2015) From Consumer to Citizen: Engaging Students with Participative Methods in Design. In: Integrative Approaches to Sustainable Development at University Level. World Sustainability Series, XII . Springer, Switzerland, pp. 245-257. ISBN 978-3-319-10689-2

  • Student Enterprise and Sustainability in the Creative Arts

    Roth, Cara Lee and Johnston, Antony (2014) Student Enterprise and Sustainability in the Creative Arts. In: Education For Sustainable Development London - Annual Conference, June 10th 2014, London South Bank University.

  • Student Enterprise and Sustainability

    Roth, Cara Lee and Johnston, Antony (2013) Student Enterprise and Sustainability. In: Learning and Teaching Conference 2013: Enhancing and Embedding Employability and Enterprise, Tuesday, 11 June 2013, University of Chichester.