This student presents a useful outline that provides significant information to review, although you are over the maximum of 300 words.  Please be mindful that the cap for the final report is 1500 words, which you may only go above or below by 10% or you may be penalised. Additionally, as you provided more than the 5 maximum resources for formative submission, I only reviewed the first 5 resources as part of this feedback.

This artefact is an interesting proposition and presents several moving parts including external participation from vulnerable communities with potential refugee status (coming from ‘ Afghanistan, Syria, and Iraq’). Given their potential positions I do wonder how you will invest, support and present mutual benefit for these participants. It is noteworthy that this is not mentioned in your outline.  A practice of social justice requires multiple layers of reflection and reflexivity of one’s praxis.  In engaging in this way, you can develop a critical introspection which encompasses ‘mutual benefit’ for all.  This mutual benefit may well have layers and flexibility depending on where power and disadvantages present themselves.

Additionally, you may wish to consider which student communities that you are particularly targeting and why.  This is particularly significant as it is likely that there are groups of marginal students who will require a variety of different mechanisms in place both in the pedagogy and how you will expect them to engage with this project. It might be useful to be explicit here for several reasons, including how you will be able to measure the success of the artefact and your involvement as the lead for the particular purpose (which is yet to be explicitly articulated). Additionally, it will be useful to explore further ‘power’ in your position of this intervention, which you mention in your document.  This may include different positions, such as the lead, the commissioner, the key decision maker, the teacher, and the learner.

Having said this, you may choose to not focus for the purpose of this unit on the entire project evaluation, but instead select the introduction and set up of the artefact to focus your review critically, which may allow in depth analysis, unpacking and introspection for this 20-credit unit. 

Finally, please find some further questions as provocations to support your evolution on this unit, with what we hope to be supporting resources:

• What are the mechanisms that you plan to embed given that you are working with vulnerable participants, both artists and students?  Researcher Positionality in Cross-Cultural and Sensitive Research

• How will your intervention genuinely address the inequity in the staff-student hierarchy for the benefit of all students, especially those from marginalised backgrounds?  Shades of Noir Teaching Within Prospectus 

• What are the implications if you actively try to see all students as the same and ignore their intersectionality? Hiding in Plain Sight: Understanding and Addressing Whiteness and Color-Blind Ideology in Education