“How do I put knowledge into practice?” Thea’s Story

Seeing an opportunity to connect with fellow art teachers at a residential and study at the University of Leeds with a fellowship was incredibly appealing. It offered the chance to be the external student I had always wanted to be—immersed in critical discussions, research and creativity.

Motivated by this experience, I eagerly applied for the Post-Graduate Certificate. I wanted time to reflect on my teaching practice and critically examine my role as an art educator. Writing my first assignment—a literature and policy review—allowed me to deepen my understanding of the current state of education, linking it to neoliberal policies that shape our classrooms. This raised a pressing question: How do I put this knowledge into practice? How do I create a supportive, loving-learning environment? And how do I do this without the education revolution I long for—a complete upheaval of the capitalist system so deeply tied to greed, the climate crisis and systemic racism?

Rediscovering the works of Paulo Freire and bell hooks provided a way forward. Rather than letting the education system dictate a rigid ‘What A Good One Looks Like’ (WAGOLL), I began shaping lessons that encourage students to explore their imagination and dream of a future beyond the constraints of the present system.

Art education, I realised, can be a space of resistance—a place where students can envision and create the world they want to live in.

I encourage every art teacher to attend the residential. It served as a wonderful reminder of the power of art and the reasons we teach it—I left feeling with renewed confidence.