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Dr Mark Ingham

Reader in Critical and Nomadic Pedagogies
London College of Communication
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Researcher Research
Mark  Ingham


Reader in Critical and Nomadic Pedagogies.
National Teaching Fellow
UAL Senior Teaching Scholar
Co-Chair - UAL Professoriate

Co-founder of the Experimental Pedagogies Research Group (EPRG)
Twitter: @ualeprg

My pedagogical and creative research are entangled encounters with: images of thought and memory, rhizomatic and meta-cognitive learning theories, fuzzy narratives and virtual and physical liminal teaching spaces.

I have been an acting Programme Director for four Programmes at LCC. These were, Contextual and Theoretical Studies, Spatial Design Communication, Branding Design Innovation and Graphic Design Communication.

I completed an AHRB funded practice-led PhD at Goldsmiths College, University of London in 2005. I studied BA Sculpture at Chelsea School of Art and Design and then went to the Slade School of Fine Art for his postgraduate studies. I was then awarded the Henry Moore Foundation Fellowship at Camberwell School of Arts and Crafts.

I am a PhD Director of Studies and Supervisor at UAL. I was the Masters Programme Leader in the Architecture, Design and Construction School at the University of Greenwich. I have been an External Examiner for the BA Design Cluster and BA Animation at London Metropolitan University, and External Examiner for the Visual Cultures Department at Middlesex University.

I have exhibited his work, most recently and installation at Dilston Grove for Cafe Gallery Projects called ‘Ars Magna Lucis et Umbrae’. Funded by an individual grant from the Arts Council of England. I have exhibited in a group show organised by Curating Video, called EPISODE at temporarycontemporary, London, which travelled to Leeds and Miami.

One of my current works, ‘120 Days and Nights of Staggering and Stammering’ continues my interest in the projected image and autobiographical memory.

My current art research includes: relationships between autobiographical memory and photography, Deleuzian and Guattarian ideas of ‘becoming rhizomatic’, and the documenting of public sculpture.

My pedagogical research over the past 17 years into the relationships between theory and practice and their roles in art and design disciplines has made me acutely aware of the importance of a holistic approach to art and design education.

I have been able to use my knowledge of art and design technical skills, including design and multimedia software, in combination with my practical and theoretical knowledge to give students a full and rounded educational experience. I have extensive knowledge of art and design practices within historical and contemporary visual and multi-sensory communication cultures and


Critical Pedagogy, Nomadic Pedagogy, Rhizomatic Learning, Assemblages, Installation art, conceptual art, photography, autobiographical memory, fuzzy narratives, sculpture, projected images, Gilles Deleuze, Felix Guattari.