This case study documents curricular and pedagogical innovations that address hidden curricula and demystify academic practices for diverse cohorts of undergraduate Architecture students transitioning into HE.
Resulting from cross-specialist collaboration the approach supports diverse student cohorts to combat ‘misrecognition of students from ‘non-traditional’ backgrounds and their abilities’ when ‘academic practices are presented as neutral decontextualised sets of technical skills and literacy that students from socially disadvantaged backgrounds are seen to lack’ (Burke 2015:21). This combines with curricular work that responds to critique of the epistemological basis of histories of art and design upon which curricula are commonly built (Hylton 2019:426).
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