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About

We have structured this site to focus on different aspects of belonging and compassion. We begin with relationships as a place to unfold transformative paths. The pages on teaching, assessment and leadership offer a space for deeper reflection on overlapping practices across domains and disciplines to trace connections and construct new knowledges of compassion. The page on theory is where we explore the relational through different theoretical perspectives and we invite you to join us in furthering cultures of belonging through practice sharing, talks and creative happenings on our Events page.

Self-Compassion

We encourage you to practice radical self-compassion in this space. We acknowledge our emotional and physical exhaustion as we navigate our way through an increasingly complex and anxious world. Respect what you need at this time and what speaks to your context. In the words of Rumi, “Although the road is never ending, take a step and keep walking”.

Image: @Annie Spratt

What is belonging

We draw on Prof. Terrell Strayhorn’s research to define the phenomenon of belonging as students’ feelings of being valued, respected, supported, included and that they matter so that they feel part of the university learning community. We understand belonging as a transitory concept that can be lost and found on a students’ journey and one that is at high risk during moments of vulnerability and change. Prof. Vanessa May reminds us that sense of belonging is experienced unequally as it is bound to issues of power and inequality. As belonging is felt individually, there is no one size fits all solution.

Image: @Michelle

Gray ceramic vases.

Why should we care about belonging?

We draw on john a powell’s stance of belonging as being ‘fully human’ and being respected as the sustainable solution to othering. By seeing our students for who they are and co-creating learning experiences together, we can signal to students that they matter and challenge inequities and bias. A sense of belonging has become increasingly important for universities to support retention, success, engagement, and wellbeing. There are many studies that show the relationship between belonging and wellbeing and this is amplified as we experience pandemics, wars and climate change.

You can read more here:

https://wonkhe.com/blogs/belonging-inclusion-and-mental-health-are-all-connected/

Image: Julia Smith, Dualities, BA Ceramic Design, CSM Degree Show Two 2017, UAL, Photo by John Sturrock.

Interrogating spaces pink logo on black background. In the centre of the logo there is an image of 2 children sticking photos to a wall. Above the logo the text reads 'interrogating spaces'.

In our episode of Interrogating Spaces, we explore the value of belonging in Higher Education. Compiling together interviews with education professionals from across the globe as well as staff and students from UAL, we get a rounded picture of key concepts and issues at play. Through these discussions, we establish the barriers and conditions of belonging and how staff can build greater communities of belonging with their students.

https://interrogatingspaces.buzzsprout.com/683798/4671476-belonging-in-higher-education

In our podcast, Belonging in online environments, we explore how different educators have fostered belonging in digital spaces. We hear about the challenges and affordances of online environments in nurturing belonging, as well as suggestions as to how we might create a sense of presence, shared humanity, and help student feel valued.

https://open.spotify.com/episode/2phF79n4V6gY8dcqzb4x1p?si=OksslMSqTWSSxORDJFOW_Q

What is compassion and how does it relate to belonging?

Compassion is a diverse and complex concept with roots in ancient philosophical and religious perspectives. It is a relational process and also a motivation for action. We take Dr Theo Gilbert’s definition of compassion as the noticing of distress to others (and self) and the commitment to taking action to reduce it. This call to action is where we position our work as we encourage educators to nurture belonging by creating conditions that acknowledge structural oppression and reduce their impact on students. This compassionate approach to cultures of belonging through connection has likeness to bell hook’s concept of teaching as caring for the soul of students and Dr Paulo Freire’s pedagogy of love. A sense of belonging can be achieved through the praxis of compassionate pedagogy – by noticing distress and acting to alleviate it, we can show students and staff that they matter.

Myth busting belonging

Through the process of listening and talking with colleagues, we started to bust some of the myths that exist around belonging in higher education. We collectively challenged tacit assumptions and normative practices, to discover opportunities for transformation. In our paper Relational Reflections: How do we nurture belonging in creative Higher Education? We discuss this in more depth. https://journals.staffs.ac.uk/index.php/ipihe/article/view/20

Myth 1: Peer relationships are paramount for belonging

Whilst peer relationships play a fundamental role in student sense of belonging, staff-student relationships are noted by several scholars such as Terrell Strayhorn as being most influential in establishing a sense of belonging, particularly amongst Black students. These staff student relationships have symbolic value, acting as the human interface between the individual and the university.

Myth 2: Extra-curricular social events are a priority in fostering belonging

By focusing on nurturing belonging outside of the core curriculum we may unintentionally deepen inequalities. Extra curricular activities might not be accessible to many students, due to personal responsibilities, financial, cultural or health reasons. Exposing the need for belonging to be primarily nurtured in the classroom, by actively designing socialisation into learning. Reframing belonging as a pedagogic approach, rather than an additional ‘intervention’.

Myth 3: Fostering belonging is about helping students to fit in

Conforming to pre-exiting norms of the Global North is problematic; what are we expecting students to fit into? This projects an opinion onto students of what it mean to belong at university, rather than it being authentically situated within the individual. Bringing with it assumptions about who our students are, their prior experiences, and the value they bring. Rather, belonging is about enabling everyone to bring their authentic selves to their learning.

Portrait shots of Vikki and Liz.

Who are we?

We co-led a programme of educational development on Fostering Belonging and Compassionate Pedagogy at UAL. Between us, our research interests cover belonging, compassion, trauma-informed education, higher education policy, assessment, academic development, feminism, posthumanism and arts-based research. Vikki led the QAA Collaborative Enhancement project – Belonging through Assessment: Pipelines of Compassion and Creative Mindsets. Liz has developed strategic approaches for academic enhancement for social justice at London College of Fashion and co-led the development of the Academic Enhancement Model toolbox at UAL.

Research profiles:

Sculpture made of black metal and wood.

Contact

Twitter: @i_am_vikkic @lizbunting

Email: vhill@qmu.ac.uk – l.bunting@fashion.arts.ac.uk

Image: Primoz Klanjscek, BA Fine Art 3D, Central Saint Martins 2016 Degree Show One, UAL. Photo by John Sturrock.