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Published 4th January 2026By Can Yang

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⚘Unit 3 Action Research Project

#1 Research Context and Proposal

↳How Algorithmic Tools Reproduce Eurocentric Epistemologies in Graphic Design Education

#2 Ethical Action Plan

#3 Documenting a Site Visit: Field Notes as Montage in Teaching Design

#4 Documenting a Workshop: Field Notes and Creative Autoethnography in Reimagining Classification

#5 Field Notes as Pedagogical Research: Analysing Observational Data

#6 An Action Research Evaluation

#7 ARP presentation slides

✐Unit 2 Inclusive Practices

Blog Task 1: Intersectionality and the In/Visibility of Disability

Blog Task 2: Intersectionality and Faith in Design Education

Formative assessment: Intervention summary proposal

Blog Task 3: Bilingual Design and Anti-Racism: Navigating Language Barriers

IP Unit: Reflective Report

✄Micro-teaching Documentation

✄Micro-Teaching: Exploring Object-Based Learning through Visual and Verbal Interpretation

✎Reading Reflections

✎Reading Reflection 1 – Traces of Solidarity: Personal Histories in Anti-Colonial Pedagogy
✎Reading Reflection 2 – Discomfort, Use, and Institutional Norms
✎Reading Reflection 3 – Integrating Aesthetic Learning and Research Models in Higher Education for Art and Design
✎Reading Reflection 4 –Learning in Commons

✑Case Studies

✑Case Study 1 – Decolonial Perspectives in Design Pedagogy: Responding to Diverse Needs and Challenging Dominant Paradigms
✑Case Study 2 – Making Matters: The Role of Workshops in Collective and Critical Learning
✑Case Study 3: Dialogic Approaches to Assessment and Feedback

✐Teaching Observations

✐Record of Observation or Review of Teaching Practice 1
✐Record of Observation or Review of Teaching Practice 2
✐Record of Observation or Review of Teaching Practice 3

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