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Antony Johnston

Title
Curriculum Development Programme Director
College
University of the Arts London
Tags
Researcher Research
Antony  Johnston

Biography

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.


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.