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Description

In today's class, I participated in the mock presentation for my Activism Project, which focused on racism and microaggressions in student life. I prepared a clean, visually clear poster to present my ideas and also created notes to support the structure of my speech.

Feelings

Before the presentation, I felt a mix of nervousness and excitement. I was concerned about two things: one is that my actual speech time might go over the planned time, and the other is that I might mispronounce some academic terms because of nerves. At the same time, I was excited to share my work with my classmates, because this project combines my research, creative ideas, and personal interest in the topic.

Evaluation & Analysis

One of the strongest aspects of my presentation was that I used enough signposting language. Although I had planned my notes carefully, I didn't rely too. I used these phrases naturally, which made my presentation run more smoothly. I noticed that signposting not only helped guide the audience through my points, also gave me a stronger sense of control over my structure. Another went well was that I tried to ask questions with my audience in the beginning, making the presentation more interactive.

In terms of content, I am proud that my selected examples and information were relevant to the topic. Even though my research was extensive, I was able to filter the material so that it closely aligned with my message. However, there were also areas for improvement. Firstly, the presentation exceeded the time limit, which meant I would need to remove or shorten some sections. Looking back, I think the problem is that I had included too much detail in my notes. On the other hand, referencing in my figure list was challenging because at this time, I used the screenshots from websites, and an AI-generated draft for my installation design. I realise I need to know how to reference these sources accurately in the Harvard style format.

My strengths came from being well-prepared, also flexible. However, this is also my time management problem. I had assumed that having more notes would keep me on track, but in reality, I added extra explanations during the presentation, which extended the total time. I also recognise that if I rely too my detailed notes, it may limit my ability to adapt on the spot. While notes are useful for keeping structure, they can also make me lose control of the presentation.

Conclusion & Action plan

This experience has shown me that my communication skills and audience engagement are stronger than I initially believed. However, I need to work on time control and content selection, focusing on depth rather than quantity. Before the final presentation, I will reduce the amount of content in my notes and rehearse with a timer and in my natural speaking style to ensure my speech stays within the time limit.

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Mock Reflection - Planning for Improvement

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Mock Reflection - Planning for Improvement

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For Listening:

Improving my ability to understand videos about artists and brands. To achieve this, I will watch related videos, try to turn off the subtitles. I will also work on recognising different accents and predicting content while listening, as this will help me follow the ideas more actively.

For Note-taking:

My aim is to make my notes more structured and relevant to the questions in the quiz. In previous practice, I realised that I sometimes recorded too much information that was not useful for answering the tasks. To address this, I will keep practising and prioritise recording keywords rather than full sentences. I will also review my notes after each practice to see which points were actually useful, so I can adjust.

For Reading:

I want to improve my speed and accuracy in locating key information under time pressure. I will apply skimming and scanning techniques to quickly identify the main ideas and supporting details. I will also pay more attention to recognising synonyms and paraphrases, as these are often used in the questions.

For writing:

My main goal is to produce essays with a clear structure, accurate grammar, and well-developed ideas. I will continue practising IELTS Task 2 relevant topic, using a consistent framework to organise my paragraphs.

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Mock Reflection  - After receiving scores

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Mock Reflection  - After receiving scores

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Were my scores what I expected?

My scores were actually better than I expected. Before the test, I thought I might get around 5.5–6.0, but the result was higher. This gave me more confidence and reassured me that my preparation is paying off.

What feedback helped me understand my strengths and weaknesses?

When I reviewed my answer, I could see both my strengths and areas for improvement.

In my Listening & Note-taking part, I was identifying key information in the summary, for example, the time frame (1960s–1970s), location, and the main theme of democratic protest, as well as mentioning specific key events. In my reflection, I expressed my feelings clearly and tried to connect them to my own views, such as agreeing that democracy is about voting, and also about community action. On the other hand, my weakness was grammatical inaccuracy and awkward phrasing. I also noticed a high repetition of some words.

In my Reading & Writing part, I thought that my essay had a complete and logical structure, which was a positive point. However, there were still some grammar mistakes and some sentences were overly long, but it might be shorter.

What skills do I need to focus on next?

Before the mock, I had been practising with IELTS writing questions to improve my essay skills. I think I should continue doing this regularly, so my brain and hand build stronger “muscle memory” for clear sentence structures.

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Before the mocks

Before the test started, I felt slightly nervous. I was unsure if the topic would be familiar, whether I knew enough of the vocabulary, or if the speaker might speak too quickly or have a strong accent. But I kept telling myself to stay calm. I’d already gone over lots of topic-related words and watched similar videos, so I felt I’d done my best to prepare.

During the mocks

During the test, I still felt pressure, especially about time management. At times, I lost focus or rushed my answers because I was worried about running out of time. In the reading and writing test, I needed to process large amounts of information and reframe it in my own words. The listening test was more challenging than I expected. Although the video length was reasonable, the amount of information was high. In the second listening task, the 90-second video felt fast-paced, so I quickly decided to slow down the playback speed. This helped me understand the content more clearly.

In the writing task, my hands were shaking due to nervousness, but I relied on my writing “muscle memory” and my fixed structure. Although my vocabulary became limited under pressure and I could not express more complex ideas, I felt I had done my best with the preparation I had.

After the mocks

After the test, I felt excited and anxious about my results. I hoped my effort would be reflected in my scores, but I was also afraid they might not for my expectations. The most stressful part was still time management, but I was pleased that I managed to complete all tasks within the time limit.

What was challenging

One challenging part was the listening section, which was difficult because of the speaker’s speed and the large amount of detail to follow. On the other hand, the reading section had more content than I expected, which required fast thinking and strong focus. For me, managing time without losing concentration is still a challenge.

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The Full Essay - El Seed & Olafur Eliasson

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The Full Essay - El Seed & Olafur Eliasson

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Art has long been used as a powerful tool to express ideas, raise awareness, and promote social change. Both Little Sun by Olafur Eliasson and Calligraffiti by eL Seed aim to influence how people think and act in different ways. This essay will explore how these two artworks show that art can indeed help change the world, especially by challenging social norms and improving lives.

Firstly, Olafur Eliasson uses art to help people think differently about energy and how it connects us to the world. In his project 'Little Sun', he designed a solar lamp that gives light to people who live in areas without electricity. He says, “light is life,” and this is why he wanted to use light as a way to help others (Eliasson, 2020). This shows that his art is not only about beauty, but also about solving real problems. For example, the lamp helps people feel safe and connected, and it also brings attention to energy inequality. This idea is important because it shows how art can build a global feeling of community.

Secondly, eL Seed uses art to help people from different cultures understand each other better and think about social and political issues. His project Calligraffiti mixes Arabic calligraphy with modern street art. One of his most famous works is a large mural on a mosque in Tunisia, which shares a message about peace and tolerance from the Qur’an (Bengoechea, 2016). This shows that eL Seed’s art is more than just decoration. He wants people to talk about difficult topics like religion, identity, and freedom. His work helps people feel proud of their roots and opens space for public conversation. I think this kind of art can break down stereotypes and connect different groups in a powerful way.

In conclusion, we have seen how both of them use their art to create social impact. On balance, I would say that art does have the power to change the world, especially when it makes people think, connect, and act in new ways.

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Reading into Writing Practice - Texts and Model

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What did you learn from the photographer’s reflection?

In this course, we are learning how to use creative work to raise awareness of social issues. From Dorothea Lange’s reflection, I realised that reflecting on the creative process helps me check my intentions, improve my methods, and remember the ethical responsibility behind the project. Especially in activist art, we are not only using visual tools, but we must go beyond aesthetics to connect with the audience’s emotions and think carefully about how our message might be understood. Just like Lange, I need to reflect not only on what I want to say, but how others might receive it.

How did it show critical thinking or awareness of impact?

Lange’s process of taking six different versions of the photo shows a strong awareness of impact. She had to communicate with the family and carefully adjust the composition to capture not just the situation, but the emotion within it. One version that stood out to me was the third image, where the mother is breastfeeding. I personally liked the honesty and emotion in that photo, but it didn’t match the message Lange wanted to communicate. Also, such an image would have been too controversial in 1936. This shows that critical reflection is not only about artistic choice, it’s also about understanding the cultural and social meaning of an image.

How does this link to our course and why do we reflect as artists/designers?

This discussion reminds me that every creative decision we make has an effect. In our course, we are encouraged to reflect because it helps us grow as responsible designers and artists. Just like Lange, we might only see the full impact of our work after it is published. That’s why reflection is important; it allows us to stay aware of both the power and the limits of visual storytelling.

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For my activism artwork, I am planning to create an immersive mirror-based installation that allows students to reflect on racial microaggressions in daily life. The idea is to build a space, corridor, or corner using irregular mirrors covered with a thin coloured film. Each mirror will reflect a skin colour inspired by international students’ diversity, encouraging viewers to see the world from someone else’s shade.

On the mirror surface, I will include commonly heard microaggressions, such as:

“You don’t look British.”

“Asian people are always so polite.”

These comments will be audio recordings of real students sharing their emotional responses to hearing such statements. This voice element adds a personal and emotional layer to the experience.

Next to the installation, there will be a QR code survey inviting participants to write down how they hope to be seen by others. This gives everyone a chance to reflect on the gap between how they are perceived and how they wish to be understood.

I’m currently considering using the UCA gallery corner or the corridor near reception as the location. These are public spaces where students naturally pause, which could help spark spontaneous engagement and conversation.

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Reflection - Critical Thinking & Fake News Game

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Reflection - Critical Thinking & Fake News Game

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What did you learn from the game and class discussions?

In today’s lesson, we explored critical thinking more deeply. I noticed that in my past education system, this skill wasn’t often mentioned, so when I learned this skill first time, I found it hard for me. One sentence from the class stood out to me: “Critical thinking is like a muscle; the more you use it, the stronger it becomes.” I completely agree, because it reminded me that I need to train myself to question and evaluate what I see or hear, even in daily life, instead of just accepting everything.

What examples stood out to you?

One example that impressed me the most was a news story from the Daily Mail about Prince Harry leaving his charity. In the discussion group, we needed to evaluate this news through critical thinking. Although the article touched on racism, the language was emotional and biased, even using an exaggerated headline to gain attention. During our discussion, we pointed out that even if the topic is serious, the way it’s written can make it feel shallow.

Why is critical thinking important at university?

At university, we have to read widely, write essays, and form arguments based on evidence. Without critical thinking, we may trust sources that are biased or incorrect. Except for the CRAAP analysis, we need to ask questions, such as "Are there any problems in these sources?" "Is there any evidence to prove?" If we don’t think critically, we may build our research on weak or misleading foundations. In short, critical thinking helps me to study more independently and responsibly.

How can you apply these ideas to both your activism project and academic studies?

This lesson helped me reflect on my activism project about racism and microaggressions in schools. I noticed that I’ve been focusing a lot on personal opinion articles, not objective research. Although the acceptance of the emotional elements is important, I cannot ignore the theory. If I want my message to be powerful and trustworthy, I need to support it with facts and thoughtful analysis.

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Weekly Reflection - My activism project so far

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Weekly Reflection - My activism project so far

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Description

Until this week, I continued developing my activism project on racism and microaggressions experienced by students on campus. I've not only reviewed the feedback I received from my classmates and my tutor, but also explored some activist art examples and began sketching concepts for my final installation.

Feelings

At the beginning of the project, I was a bit unconfident because I was not sure my idea was strong enough or emotionally powerful. I chose the racism topic and feel motivated, but also confused about how to transform the emotional issue into a visual installation.

Evaluation & Analysis

So far, my thinking process has been smooth. Through PS1 and PS2, I had the chance to explore my topic in depth. For example, I analysed The Guardian article where international students shared their experiences of racism in the UK, and a U.S.-based report comparing the treatment of Asian international students with Asian-American students. I also looked into anti-racist artworks and artists using symbolic objects. These studies helped me gain a clearer understanding of my topic.

However, it wasn't as easy as it looked, because during the group discussion yesterday, I realised that I still don’t have a structure and a complete idea of what my final installation will look like. One major challenge is that I’m not familiar with the UCA campus, so I worry my proposed installation might not fit well with the environment or technical limitations. Also, although I’ve gathered a lot of research materials, I haven’t organised them clearly.

Looking back at my three projects in the course, I see that the identity project was more emotionally driven, focused on self-exploration and feelings. My second project on conflict diamonds leaned more toward theory-based research. But this current activism project is a mix of both. It requires me to understand student emotions and social realities, while also thinking critically about the impact of racism. Balancing these two sides is something I still need to work on.

Conclusion & Action plan

What I learned is that collecting research is not enough. I also need to categorise them and connect them to my creative work. Next step, I plan to clarify the goal of my installation. I will decide what I want the audience to feel. Then, I will reorganise my research into two categories: theoretical content and emotional references.

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Choosing a Site for Activism Work - The Best

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Choosing a Site for Activism Work - The Best

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I chose the gallery corner as the best location for my installation. This quiet and enclosed space allows people to slow down and fully experience the work without distractions. The mirror walls and audio recordings can create a more immersive and emotional atmosphere, helping visitors reflect on issues of racial identity and microaggressions. Unlike a busy hallway, the gallery gives people space to listen carefully, observe the mirror effects, and think deeply. They might also write down their own feelings or responses, turning the experience into a personal and interactive journey.

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Location 2 - The Corner of Gallery

This gallery corner is a quiet and calm space where people come to focus on exhibitions. Most visitors walk slowly, read the artworks, and spend time thinking. It’s mainly used by students, tutors, and guests who are interested in art and reflection.

This setting is perfect for a full mirror installation — a closed space with coloured filters, quiet background audio, and recorded voices that play through headphones. Visitors would take their time inside the space and truly connect with the message. The silence and isolation of the gallery can make the topic of racial identity and microaggressions feel more personal and emotional. It gives people the time and space to reflect deeply.

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Location 1 - Reception corridor

This space is the main corridor near the school reception. It is a busy area where students, staff, and visitors walk past every day. Some people stop to look at the posters on the wall, while others are just passing through. Because many different people use this space, it is a good place to show work that starts conversations.

A simplified version of my mirror installation could be placed here — maybe just one or two mirrors with coloured filters and a speaker that plays student voices on a loop. This space makes the message stronger because it brings a private topic into a public place. People may stop, see their reflection through different filters, and hear how students wish to be seen.

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Today, I had a small group discussion about the process of Activism Projects. My topic focuses on racism and microaggressions in students' lives. During this discussion, I received some helpful feedback from Bangjie and Tongyang.

From their perspectives, I realised that while I was trying to highlight students’ voices and situations, I was still too focused on racial theory and data to ignore the part of emotion. Even though my aim is to create an installation that allows the audience to truly feel that emotion, I haven't explored more about the emotional side of these experiences. This helped me notice a gap between my original intention and the way I have been developing the project.

Although their feedback didn’t change my core idea, they definitely encouraged me and gave me more confidence. When I was listening to their project, I also reflected on what was missing in my current plan. For example, after seeing Bangjie’s installation concept, I noticed that my own idea didn’t yet have a clear visual centrepiece or striking feature. It made me realise that I need to research more deeply into my design elements and artistic approach.

I was also inspired in class by my tutor, Jamie, who reminded us that the soul of art often comes from how the audience interacts with it. This idea made me start thinking more seriously about how to design a piece that invites audiences to participate, not just observe.

Next step, I plan to explore more artworks and installation artists to gather inspiration. Meanwhile, I will also begin drafting my poster, because I know that the process might reveal new problems, and I'll have more time to solve them if I start early enough.

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Reflection - The Presentation of The Pianist

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Reflection - The Presentation of The Pianist

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Description

In today's class, we presented our group poster for the Activism in Music & Literature project. Our topic was The Pianist, a film that tells the story of a Jewish pianist surviving the Holocaust. We chose this film because it shows how music can be a quiet but powerful form of resistance and healing. In our poster, we show how the film reflects the reality of war, human rights abuse, and survival.

Feelings

Before the presentation, I felt more relaxed than usual because I trusted my groupmates. They were all responsible and communicated well. I also felt proud of our teamwork, especially since we planned an extra meeting on the weekend to discuss. Even though I was a little nervous about speaking in front of the class, I was more excited to share our ideas.

Evaluation & Analysis

One thing that went well was how efficiently we worked together. We quickly agreed on the topic. Although the member who hadn’t watched the film still catches up by reading summaries or asking questions. Kexin is so hardworking. When she didn’t understand something, she always asked for help. Yihang was also a strong and reliable teammate. This made our group discussion more active and productive. However, we did face some problems. For example, we weren’t sure how to write our references correctly, even though we noticed that something was wrong, we still didn't know how to find an alternative to fix it. This made us hesitate about whether to include certain sources on the poster. If we had checked the citation format earlier, or asked our tutor before, we might have avoided this issue. I think this shows how small technical mistakes can affect the professional look of a presentation.

Conclusion & Action Plan

What I learned is how important communication and shared responsibility are in group work. Next time, we will try to have a short rehearsal before class. I believe that these small changes could make a big difference in how confident and polished we feel during the actual presentation.

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Theda Sandiford releases everyday microaggressions through her art - Schweinfurth Memorial Art Center

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She invites gallery visitors to release their own microaggression burdens by adding to the “Free Your Mind” public art installation and depositing objects that represent their microaggressions into her baggage carts

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Weekly Reflection - Listening & Note-taking

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Weekly Reflection - Listening & Note-taking

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Description

Until this week, I watched some videos in class and took notes from them. The videos include a speech about Feminism, an art project about animal rights, and a video on how digital activism can create change and more. The aim was to improve our understanding of the main message in each video, especially when dealing with fast-paced or complex content. In addition, I also practiced how to take more visual notes, such as flow charts or mind maps, following the techniques in the PCA.

Feelings

At the beginning, I often felt nervous because I wasn’t sure whether the topic would be difficult or easy to understand, or if the speaker would talk too fast. I noticed that I am also used to writing full sentences for my notes, so switching to visual notes made me feel uncertain. Sometimes I worried that I wouldn’t understand my notes later. However, I was also curious about the video content. This curiosity gave me the motivation to absorb new knowledge and try different ways to record it in my notebook when I watched the different videos. I began to feel that this learning experience was a kind of personal progress, and I looked forward to seeing how much I could improve.

Evaluation & Analysis

One thing that worked well was how visual note-taking helped me stay more focused on the overall structure of the video. I started identifying the key message and supporting points more clearly, rather than getting lost in the details. For instance, when watching the video about the video of Feminism, I used arrows to connect the cause and effect, which helped me keep learning after the video finished. However, it was still challenging when the speaker spoke quickly, or had an accent. Moreover, when the topic was abstract, I noticed that in those moments, I either stopped taking notes to catch up with the meaning or continued writing without really understanding.

Looking back, I struggled because I was trying to do too many things at the same time —listen, understand, summarise, and draw. The core of note-taking isn’t just about recording information, but about engaging with it and understanding. To deal with this, I might adjust my habit of taking notes to a more visual and selective approach requires trusting my understanding more and letting go of the need to write everything down.

Conclusion & Action plan

This week’s experience helped me understand that listening and note-taking are closely connected. It should support, not interrupt my understanding. I also discovered that drawing simple visual elements, like arrows, boxes, or symbols, can help me remember the structure of the message better than long sentences, and I need more practice.

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In today's class, I learned how digital activism can make political and social issues more visible. It can be a powerful way to spread awareness and create action, especially among young people. According to Jones's article (2024), social media platforms allow messages to go viral within minutes. This made me realise that modern activism does not always need physical presence. For example, students can now start an online campaign and still reach thousands, instead of joining a protest in person. This is an important form in a world where not everyone feels safe to speak up in public.

Nevertheless, one challenge of digital activism is 'slacktivism'. In simple words, this means showing support online, such as sharing or liking a post, but actually not doing anything in real action. This concept is surprising me because I used to think even small actions online were helpful. However, after today's class, I began to question: if people only show support online and do nothing else, how does it help? I realised that slacktivism can create the illusion of action. For example, if someone shares a petition but doesn’t actually sign it, the cause may not move forward. This is a real challenge for online activism.

The campaign that stood out to me was #FreePeriods, because it focused on an issue we don’t often talk about: period poverty. What surprised me was that the campaign influenced the UK government to act (Jones, 2024). It made me realise that even a topic that seems small can bring major change when enough people support it online.

I personally believe that digital activism can lead to real change, but only if people use it in the right way. As seen in movements like #MeToo or climate protests, online platforms can build global awareness and inspire action. However, it only works if people move beyond the screen and take action offline.

For my activism project about racial bias and microaggression, I plan to create a digital space where people can share their own stories, maybe through photos, voice recordings, or anonymous text messages. I believe that this space will help others understand racism from real experiences, just like a moodboard. It also provided a space for people to reflect and support each other, especially for students who don’t feel safe speaking up in public.

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BLACK WOMEN ARE KILLED BY POLICE TOO

That same week, AAPF and CISPS, in partnership with Andrea Ritchie, released a report entitled Say Her Name: Resisting Police Brutality Against Black Women, which outlined the goals and objectives of the #SayHerName movement. The report provides an intersectional framework for understanding Black Women's susceptibility to police brutality and state-sanctioned violence and offers suggestions on how to effectively mobilize various communities and empower them to advocate for racial justice.

Read the full report.

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Black women are killed by police when they are not the main targets. Breonna Taylor , a 26-year-old emergency medical technician, was killed when police mistakenly entered her home in the middle of the night on a no-knock warrant while searching for a suspect who had already been detained. India Kager , a post office worker and Navy veteran, was killed by the police with her four-month-old child in the backseat.

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Learn about the #SayHerName Campaign which uplifts the Black women, girls, and femmes lost to police violence.

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In contrast to Eliasson's Ice Watch, Banksy uses surprise and emotional impact to raise awareness about animal rights. His artwork in 2013, called "Sirens of the Lambs", involved a truck filled with soft toy animals moving through the streets of New York City, and making loud crying sounds. The unexpected scene drew public attention and encouraged people to stop, take photos, and share online. This strange scene made people think directly about how animals are treated in the meat industry. According to Cronin (2023), the artwork reminded people that while we often see meat in supermarkets, we rarely think of the living animals behind it. By using cute toys instead of real animals, Banksy made the message easier for people to accept, but still powerful. Just like Ice Watch, this artwork was placed in a public space and designed to make people stop and reflect. Overall, Sirens of the Lambs shows how art in the street can challenge what we’re used to seeing and help people think more critically about everyday choices.

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Title 1: Casual racism is a fact of life for international students

Currency: Published in July 2019, more than 5 years old. Although not recent, the issue of microaggressions in UK universities is still ongoing and relevant today.

Relevance: Strongly relevant to my project because the article is by an international student, discussing the personal experience, which matches the angle I’m exploring.

Authority: By The Guardian, a respected UK newspaper. While the source is reliable, the article is an opinion piece. This means I should treat it as a subjective experience, not an objective fact.

Accuracy: The article is based on the author's real-life experience.

Purpose: The purpose is to raise awareness and provoke discussion about the everyday racism that international students face.

Title 2: Effects of Microaggressions

Currency: Quite current, published in March 2024.

Relevance: Directly relevant, as it focuses on how microaggressions affect students. It links how these behaviours impact student wellbeing, confidence, and participation.

Authority: Published by The University of Edinburgh, its institutional authority gives it credibility.

Accuracy: Clear, it explains the effects based on psychological knowledge.

Purpose: The purpose is to educate and raise awareness within the student community.

Title 3: Why do Adrian Piper’s Calling Cards still matter?

Currency: It is current; the article was updated in April 2025, even though this artwork was created in 2018.

Relevance: Highly relevant, because it analyzes how the artwork confronts subtle racism and the behavior of assumptions.

Authority: Public Delivery is an online art platform. This article includes descriptions, analysis, and citations of references. While not academic, the source is well-researched and includes images and quotes.

Accuracy: The article provides descriptions of the Calling Cards, their usage, and audience reactions.

Purpose: To analyze and reflect on the significance of Piper’s work in contemporary dialogue on social bias. It aims to elevate awareness of Piper’s ideas.

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Part 1: Unity

1. What is the main idea of the paragraph?

The main idea is that although the climate strikes in Australia were a powerful and emotional high point for youth activists in 2019, the movement has lost momentum and failed to grow as expected.

2. Which sentence is the topic sentence?

A year later, the devastation of Australia’s black summer bushfires collided with a conservative government that was perceived to be failing to act.

3. Do all the other sentences support the topic sentence?

In this paragraph, every sentence is connected to the main idea of the rise and fall of the 2019 youth climate strikes, as it provides they give specific examples, personal reflections, and survey results that explain how the movement reached a powerful peak but later lost its momentum.

Part 2: Coherence

1. What transition/linking words are used?

“which on 20 September 2019 was set alight:”

“Instead, it was the movement’s peak to date.”

“as a reminder of unrealised potential.”

2. Do the ideas flow clearly from one to the next?

Yes, the ideas flow clearly from one to the next. The paragraph moves logically from the emotional and political background in 2019, to the mass protests, to the expectations of the activists, and finally to the decline in public engagement.

Part 3: Reflection

Through this paragraph, I learned how the writer uses strong emotional connection and a smooth narrative flow, maintaining a neutral and objective tone. The paragraph moves logically from historical background to data, and finally to public reaction, which makes the message clear and persuasive. In addition, the use of transitions like “instead” and “at the time” gave the texts space to breathe and guided the reader step by step.

I also noticed that real interviews and voices from activists were included, which added credibility to the text. This is something I would like to try in my writing.

Reference:

Brown, A. (2025). Australia’s student strikers for climate believed they could change their future. Where are they now?https://www.theguardian.com/environment/2025/apr/22/australias-student-strikers-for-climate-believed-they-could-change-their-future-where-are-they-now (Accessed 28/07/2025)

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Through examples like “Their English is terrible.” "I hate walking behind international students because they walk so slow." or assumptions about language and intelligence.

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"The international students never mingle." "Their English is terrible." "I hate walking behind international students because they walk so slow." These are just a few of the phrases I've heard while I have been at university. I was surprised by the amount of subtle racism I encountered when I arrived three years ago to a place that I thought was going to be liberal, inclusive and universal. Yet racism towards international students is rarely acknowledged.

As a British-Chinese person at university, I quickly realised that people always assumed me to be an international student, even though I grew up in Rugby, Warwickshire.

For example, one evening last year I was taking out cash from an ATM. I heard from behind me: "Why is Jackie Chan taking so long?" I had been there for a maximum of 20 seconds, but the student felt the need to say something that would highlight my race. I don't think he was aware of his own racism or offensiveness, and his intent probably wasn't to offend me but to make the girl he was with laugh.

Yet this is a perfect example of how microaggressions work in our society and how they are still racially charged, even though my fellow student probably wasn't aware of how problematic he was being. His intent was to make a joke out of me, by bringing me down in order to lift himself up. Historically, this is not a new story: a white male trying to make others feel inferior to make himself feel superior.

Not every home-student is racist of course, but it is a big enough problem that I have been made to feel inferior or different in the country that I call home.

International students often find themselves the butt of a joke, because for home-students they are an easy target. English is usually a second language and their language abilities are often underestimated. Had the student at the ATM known I was also raised in Britain, would he have said the same thing out loud so confidently behind me? Probably not.

Having experienced the discrimination and prejudice that international students face, I feel it is time for all of us to acknowledge the importance of international students to our universities. They bring diversity, culture and knowledge, and not just to our universities but to our economy and society as well.

Sam Phan, 22, is a recent graduate in modern languages at Sheffield University

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Casual racism is a fact of life for international students - they deserve better | Sam Phan

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As a British-Chinese person attending Sheffield University, I found that they aren't just unvalued, they're the butt of the joke, says Sam Phan

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Moodboard 10 - Effects of Microaggressions

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Moodboard 10 - Effects of Microaggressions

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It defines how small actions or words can make people feel like second-class citizens.

Focus area: Emotional and psychological impact of daily comments or assumptions.

Student Quotes:

Microaggressions, I feel, always stem from stereotypes, which you think are the truth but they are not and so they come up as insult. So they aren’t opening room for growth. Because if you see Africans as poor, they are dirty, there’s a lot of diseases, they will always kind of see themselves that way. If you keep on asking me questions like “How come your English is so good?”, “ I like your wig” and stuff like that it just makes me feel like that’s how I’m supposed to be - I’m not supposed to know English, I’m not supposed to be educated or something like that and it doesn’t really bring room for growth or improvement at all.

It puts you in a box that you’re trying to get out of - in a stereotypical box - it limits your social interaction with other students, because if you’re stereotyped in a certain way people will expect you to behave in that frame.

If you find people who fit in that same box as you, you might as well just bond with them. So you end up having this cluster of grad students, Asian students together so it’s really hard to fit in with other groups.

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Black and minority ethnic people, disabled people and other under-represented groups are likely to experience microaggressions as a frequent and familiar aspect of their environment, both within wider society and the university.

Despite massive changes in social attitudes, as well as significant changes in legislation such as same-sex marriage, LGBTQ+ people and other minority sexualities still experience discrimination and regular microaggressions from others.

Each microaggression on its own can seem minor and trivial to others; however, the cumulative effect can be devastating but invisible. Known effects are:

Loss of self-esteem

Feelings of exhaustion

Mistrust of peers, staff and institutions

Decreased participation and ability to study

Increased risk of student drop-out

A low sense of belonging

Microaggressions, I feel, always stem from stereotypes, which you think are the truth but they are not and so they come up as insult. So they aren't opening room for growth. Because if you see Africans as poor, they are dirty, there's a lot of diseases, they will always kind of see themselves that way. If you keep on asking me questions like "How come your English is so good?", " I like your wig" and stuff like that it just makes me feel like that's how I'm supposed to be - I'm not supposed to know English, I'm not supposed to be educated or something like that and it doesn't really bring room for growth or improvement at all. It puts you in a box that you're trying to get out of - in a stereotypical box - it limits your social interaction with other students, because if you're stereotyped in a certain way people will expect you to behave in that frame. If you find people who fit in that same box as you, you might as well just bond with them. So you end up having this cluster of grad students, Asian students together so it's really hard to fit in with other groups. It triggers your internalized homophobia, if that makes sense, because sometimes I doubt if my feelings and like my identities are valid because I feel if I can hide them maybe I should hide them - because what's the point of being [queer] if I can just ignore it? It has triggered a lot of confusion inside me. So that also leads to loss of self esteem.

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Effects of Microaggressions | Equality, Diversity & Inclusion | Equality, Diversity and Inclusion

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Microaggressions are often corrosive and create ongoing feelings of being regarded as a second-class citizen, 'other', inferior or even dangerous.

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In Quito. Credit: Edu León

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Moodboard 8 - Angélica Dass, Humanæ Project

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Moodboard 8 - Angélica Dass, Humanæ Project

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Art form:

Portrait photography.

Each subject’s background colour is matched to their skin using "Pantone codes", visually challenging the idea of “racial categories”.

What I can learn:

Shows how visual systems (like colour codes)

Experiment with colour and portraiture to reveal how people are “seen” and labelled.

Using design tools (e.g. Pantone, grid layout) as part of my storytelling.

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Thousands of portraits have already been produced and there is no explicit intention to finish the project on a specific date. It is open in all senses and will include all those who want to be part of this colossal global mosaic. The only limit for the taxonomy would be reached by completing all of the world's population.

The process followed in Humanae is rigorous and systematic: the background for each portrait is tinted with a colour tone identical to a sample of 11 x 11 pixels taken from the face of the person photographed.

Angélica's work transcends the museums and finds in school classrooms a great universe of work. She amplifies the educational message of Humanae through institutional collaborations around the world, with the councils of different cities in the Basque Country, teacher training schools in Madrid, high schools in the Czech Republic, or with UNESCO and the Government of Chile, reaching more than 50 thousand students in a week.

She is also a powerful and inspiring speaker who has lectured at important organisations, such as the University of Salamanca, the University of Bologna, or the UERJ - Rio de Janeiro; as well as the International Congress of Fundraising - The Resource Alliance, at National Geographic and at the World Economic Forum, as a cultural leader. Angélica has founded the Humanae Institute, a non-profit educational platform with the objective of positioning diversity as a value in the educational process.
Links: Websites (www.angelicadass.com, www.humanae.org) | Facebook (www.facebook.com/humanae.project) | Twitter () | Instagram (instagram.com/humanae_project, www.instagram.com/angelicadass) | Tumblr (humanae.tumblr.com)

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Changing the Conversation on Race: Angélica Dass Reveals our Pantone® Shades in "Humanae"

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In her ongoing project "Humanae", Madrid-based Brazilian photographer Angélica Dass has set out to catalogue every conceivable human skin tone. Born in 1979 in Rio de Janeiro and having grown up in a multi­racial family, she is acutely aware of how small differences in colour can swell into large misconceptions and stereotypes about race.

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Moodboard 7 - My Calling (Card) #1 and #2

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Moodboard 7 - My Calling (Card) #1 and #2

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Art form:

Participate performance

She uses printed text cards in real-life social settings, blurring the line between art and daily interaction.

What I can learn:

Explore using direct text in my own work to confront audiences.

To use everyday objects (like cards or labels) to make microaggressions visible and uncomfortable.

Reminds me that audience reaction can be part of the artwork itself.

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Introduction

We all have felt uncomfortable under scrutinizing gazes at one point in our lives and have been unable to call out people on it too. For that purpose, you may follow the steps of Adrian Piper and get yourself a calling card. Calling Cards are pieces of parchment of size 2x 15.5 inches, one of white color and the other of brown color. The white one addresses a woman as the lesser sex, and the brown one addresses people who pass racist comments. Receiving one of these cards usually makes the receiver uncomfortable.

The Calling Cards

My Calling card collection contains three unique art pieces by Adrian Piper. Adrian Piper herself is black as well as a white woman. She could not take the racist comments people inflicted on those who weren't white. The calling cards were Piper's way of telling people who she is as people sometimes didn't recognize her as black. This was also a way to tell people what she thought was acceptable in society. In the calling cards, she explores identity and sexuality.

The first card (white)

So, taking a very passive-aggressive approach, she made three calling cards. One of the calling cards is white and approaches the subject of women who are unaccompanied at the bar are not to be looked upon as prey. This calling card refers to many men who think that a woman sitting alone at a bar is looking for a companion.

However, the card is made to be handed over to these men that the woman must be left alone and does not require their help. This calling card referred to the woman as an independent being that can go out without any man needed to accompany them. The card also asked the receiver to respect her privacy and leave her alone if she is alone.

The second card (brown)

The second calling card refers to the racist comments thrown towards black women. Adrian was a light-colored black woman, so people often didn't realize she was black and made racist comments in front of her. This situation angered her and so Adrian Piper herself, being a light skin African American took offense towards these people who threw racist remarks at her or others. These cards helped to call out someone racist without making a show of it.

It also helped her to identify herself as a black woman in a social situation. She would hand over this card, which would admonish them to treat her as a human being. From 1986 to 1990, Piper handed out these cards to people when she was stuck in one of the mentioned situations.

The third card

Piper's third card is called My Calling (Card) #3: Guerrilla Performance for Disputed Territorial Skirmishes. and was created in 2012. One side of the card reads: DO NOT TOUCH, TAP, PAT, STROKE, PROD, PINCH, POKE, GROPE OR GRAB ME.. The other side reads: FASSEN SIE MICH NICHT AN. (Don't touch me).

Piper's Approach

Piper's approach explores social boundaries and personal identity. She uses an upfront approach and calls everything that it is without any reluctance. Some may find her work disturbing, but the truth is that it is equally thought-provoking. Her work can make people uncomfortable because she has politically charged views due to her being a conceptual and performing artist. In the 1970s, she dressed as an African American man to expose all the people who passed racial comments.

These calling cards helped Piper in social situations where she could not say things out loud and create a scene. She tries to remove any prejudgments people have about her as a black woman, and she also tries to break stereotypes and social norms. The cards help one ponder over their words and think about how their words might have hurt someone. The receiver is allowed to contemplate the proper way to treat a particular group or gender.

What the cards represent

The calling cards symbolize a constructive way to make people ponder over their actions. They help them identify the wrong in their behavior. People who must have seen the calling card performances must be affected as well. Not only the receiver is affected by the whole performance but the audience as well. They notice how the situation unfolds, which leads to them contemplating their own actions too. In the end, not just one single person is impacted, but the people in the surroundings are also affected. This leaves an impression on all.

Piper's idea was that people could do a lot with paper and also deliver a message across. She would want to keep the calling cards alive because they spread a message that our society needs to learn.

Why does this work matter?

Adrian Piper has other notable works like "The Mystic Being" and "The Concrete Infinity Square." But the Calling Cards remain most notable. Piper used them unannounced to change the perspective of society.

Piper's idea behind these cards is that the focus must not lie in the cards but the idea behind them. Her work created social mindfulness and awareness of how to deal with other groups of society. The cards developed a sense of responsibility in society to not differentiate people based on race or sexuality. A woman must not be disturbed if she is alone at a bar.

Conclusion

Even a couple of decades later, the calling cards refer to the same social issues that still exist in our society. Some of us even face them regularly. Piper's work may have a different meaning for different people, but this one will continue to spread the same message every time. Some of these calling cards are now with the Indiana University Art's Museum. They continue to tell the story of how brave Piper had been in the last century to call out people on their racist and sexist remarks.

In the 21st century, both of the issues addressed by Piper are of great importance. They are some of the core issues our society is working on. We can try by taking Piper's approach to eliminating these social problems from our society.

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Why do Adrian Piper's Calling Cards still matter?

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Introduction We all have felt uncomfortable under scrutinizing gazes at one point in our lives and have been unable to call out people on it too. For that purpose, you may follow the steps of Adrian Piper and get yourself a calling card.

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This article reports that working-class Scottish students feel unwelcome at Edinburgh University due to “snobbish” behaviours by others.

Relevant: students are made to feel “less educated” or “out of place” through subtle tone, attitude, or assumptions.

It is not limited to colour, but can also be caused by class-based microaggression.

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Edinburgh University warns students not to be ‘snobs’

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The institution admitted class-related prejudice was a problem on campus.

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The Hidden Dangers of Microaggressions - Not So Little Remarks | Kathryn Wilson | TEDxVail Youth

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This poster shows university students holding signs of real microaggressions they have heard.

“You’re smart for a Black person.”

“Where are you really from?

It shows how people may not realise the impact of their words.

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Moodboard 3 - But I didn’t mean it like that.

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Moodboard 3 - But I didn’t mean it like that.

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This is an awareness campaign that shares real microaggressions reported by students on campus.

“You don’t act Asian” or “You’re so articulate”, showing how language can carry bias.

Therefore, this is one of the inspirations for visual storytelling: using real quotes to let viewers reflect on their own assumptions.

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Annalisa Purser, associate director, University of Utah Communications

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What exactly are microaggressions, and why are they a big deal?

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Coherence means making sure all the sentences are connected using linking words, such as "for example," "in addition," "however," and "therefore".

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Moodboard 2 - Microaggressions In The Classroom.

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Moodboard 2 - Microaggressions In The Classroom.

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Moodboard 1 - I’m an international student. The Guardian

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Moodboard 1 - I’m an international student. The Guardian

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Main Point:

Politicians often link immigration to negative ideas such as “economic pressure” or “threats to national identity”.

These messages influence how people treat international students in daily life, creating subtle racism and exclusion.

It's about unspoken bias and microaggressions in student life.

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A new academic year is coming soon. But as students flock back to campuses, we will probably see fewer international student faces. According to the latest statistics, the number of work or study visa applicants fell by more than a third compared with last July, with some institutions bracing for a 50% decline in new international enrolments. This is causing a severe financial crisis for many universities, which can charge much higher fees for international students, a boon for campuses that find themselves running out of budget and even facing closures.

As an international student myself, I am saddened by this exodus. UK higher education is amazing. Studying here gave me the best opportunity I could have. I am deeply grateful for my lecturers, who encouraged me to pursue my passion and take the plunge into journalism. But I am not surprised by the sharp fall in our numbers.

The political climate for international students over the past year (I've been here for four years, but I feel like the situation has been especially tense since parties began their election campaigns) has been extremely bleak. The Tory government and Reform leader Nigel Farage demonised international students in their bid to win votes in the election this summer.

Farage and some Conservative ministers implied we are the driving force behind surging immigration (a byword for "bad" for all parties this election season) - even though it is debatable whether students actually contribute to net migration to the UK. Many countries, including the US and Canada, choose not to count international students in their figures because most of us are temporary migrants who will return home after course completion.

Senior Tories such as Robert Jenrick and James Cleverly have repeatedly framed international students as low-quality students abusing the immigration system; while Farage pledged to "freeze non-essential immigration", and to further restrict our right to stay in the UK after graduation.

It's frustrating to hear these tired stereotypes being repeated. International students bring so many benefits aside from the fees we pay. We engage with local communities, work as hard as anyone else here and break down cultural barriers. To demonise us like this is narrow-minded and only does this country a disservice.

Even more disheartening is the recent draconian policy changes: in May 2023, the then home secretary Suella Braverman announced a ban on international students bringing their families to the UK during their study. It feels needlessly cruel when this remains an open route in other popular study destinations. Many international students had lives, families and dependents before moving here - and it's not about resources, seeing as the old route required students to give financial proof they could support loved ones.

It is becoming more expensive to study in the UK, too, and I don't just mean living costs. This February, the immigration health surcharge for visa applications was raised by 66%, from £624 to £1,035 a year. One second we are demonised; the next, we are a powerless cash cow, ready to be milked.

I am also fed up with the stereotypes. Coming to London from Beijing four years ago, I have learned that encountering discrimination as an international student is a fact of life. Most of my coursemates are friendly, but assumptions pushed by rightwing politicians and newspapers against us persist: that we are all extremely rich, don't speak English and refuse to "integrate". Since the Covid pandemic, research shows how discrimination against students from east and south-east Asia has surged. I have a Chinese friend who had eggs thrown at them, and another who was punched in the face while walking home. Many seem to think every Chinese student is a communist spy - even though many Chinese students are taking great risks protesting against their government. Sometimes it feels like who we are as people is irrelevant: our not-so-white faces and our visa status are enough to tell the whole story.

When someone finally remembers that we can be useful, it's always about money - I'm not going to repeat the numbers here. The point is, as the UCL provost Michael Spence (who was an international student from Australia) wrote earlier this year, we are losing sight of the human perspective. In this frenzied debate on immigration, we tend to forget that international students are human beings. Knowing us isn't an imposition - in fact, often the opposite: research by the House of Commons shows 76% of home students believe "studying alongside their peers from overseas would give them a better worldview ", and 85% said: "It would be useful preparation for working in a global environment". Educating international students can also help Britain foster personal connections with future world leaders and build soft power, which feels much needed in this world full of conflicts.

I love the UK. Here, I met my partner and started my dream career. The multicultural environment I've studied in has helped me become more open-minded and creative, and I hope my peers have benefited in the sameway. I won't be leaving anytime soon, and I'm glad Labour have vowed to keep the graduate visa route open. But if we want the UK to remain a culturally inclusive, diverse, exciting place to study, we have to change our conversation around international students, to reflect the fact we are human too.

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I'm an international student - we've been so demonised, no wonder Britain's losing us | Joyce Yang

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Tory ministers and Nigel Farage scapegoated us as part of their anti-immigration agenda. Does anyone see us as human? asks London-based writer Joyce Yang

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Reflection: Sam Cooke – A Change Is Gonna Come

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Reflection: Sam Cooke – A Change Is Gonna Come

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After listening to "A Change Is Gonna Come", I liked it, because I don't usually listen to gospel or R&B music. This was a new experience for me. The song felt slow and emotional, but also full of strength. I believed that music doesn't have to be loud to carry a strong message; it can also be soft and honest.

In addition, the lyrics made me think about people who have suffered for a long time, especially the line “Don’t hang around.” That line stood out to me because it shows how people of colour were constantly being treated unfairly, even in everyday life. Although it’s a simple phrase, it holds a heavy meaning, which made me reflect on how discrimination isn’t always violent. It can also be subtle and built into society.

I believe the message conveyed by the song gave people great comfort at that time, even when life feels painful or unfair, because it’s not just saying “things will get better”, it’s saying “we’ve waited a long time, and we still believe.” While it doesn’t promise a solution, it encourages people not to give up. During the Civil Rights Movement, this song was important because people needed strength to continue fighting. I believed that music could heal after years of protest, violence, and frustration. When people hear a voice say “a change is gonna come”. It could remind them that their pain is meaningful.

A classic protest song that reminds me of this is "Do You Hear the People Sing?" from the film "Les Misérables". Although it’s not from the same culture or time, it also expresses collective struggle and hope. No matter the era, people always use songs to connect and believe in a better future.

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Les Misérables Cast - Do You Hear The People Sing? (Official Video)

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Background research: Sam Cooke – A Change Is Gonna Come

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Background research: Sam Cooke – A Change Is Gonna Come

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Who was Sam Cooke?

Sam Cooke was a famous soul singer in the 1960s. People called him the "Father of Soul Music" because he blended gospel music with pop and used his voice to convey some strong messages and feelings, such as “You Send Me" and "A Change Is Gonna Come," which became one of the most important songs of the Civil Rights Movement in the USA. (Biography.com, 2021)

What was the Civil Rights Movement in the USA?

The Civil Rights Movement was a fight for Black people in America to be treated equally because there were many unfair laws at that time. For example, because of Segregation Laws, Black passengers must sit in the back of the bus (HISTORY.com, 2009). Laws like these make people decide to protest against racism, violence, and segregation, and music became one way to share the hope and emotion of those under injustice.

Bibliography

1. Biography.com. (2021). Sam Cooke. https://www.biography.com/musicians/sam-cooke (Accessed 25/07/2025.)

2. HISTORY.com. (2009). Civil Rights Movement. https://www.history.com/articles/civil-rights-movement (Accessed 25/07/2025.)

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Civil Rights Movement: Timeline, Key Events & Leaders | HISTORY

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The civil rights movement was a struggle for justice and equality for African Americans that took place mainly in the 1950s and 1960s. Among its leaders were Martin Luther King Jr., Malcolm X, the Little Rock Nine, Rosa Parks and many others.

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Part 1 – Understanding the Grammar

In today's class, I learned how to use "going to" & "will". Although both are used to talk about the future, they are used in slightly different situations.

Here is my note:

"Will" – for decisions, predictions based on opinion.

1. Making decisions → I’m tired. I think I will take a break now.

2. Predicting something → I believe the final presentation will go well.

3. Promising to help → I will help you.

"Going to" – for plans & already decided & predictions based on evidence (can see)

1. Already planned or decided to do → I’m going to update my Padlet this evening.

2. See evidence that is likely to happen → Look at those dark clouds! It’s going to rain.

3. Talking about personal intentions → I’m going to do more research this weekend.

Part 2 – Use the Grammar

3 predictions

→ I think someone will feel stressed, but all of us will be proud of our work.

→ I believe mt tutor, Jamie, will be impressed by the creativity of our Padlets.

→ During the assessment week, there will probably be some changes for the final version before submission.

3 intentions

→ I’m going to improve the structure of my reflection writing, such as adding more analytical and critical thinking.

→ I’m going to double-check all my grammar and references.

→ I’m going to explore new visual layouts to make my poster more engaging and delicate.

3 offers

→ I will provide feedback to anyone on their Padlet.

→ I will share the research links, which I found useful for my topic.

→ I will support my teammates if they need any help.

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Reflection: Tate Video – ‘How can art be active?’

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Reflection: Tate Video – ‘How can art be active?’

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Through these two research studies, I learned that Ai Weiwei’s work powerfully addresses the human cost of the refugee crisis.

First, in Safe Passage, he used thousands of life jackets worn by refugees and installed them on the column of the Minneapolis Institute of Art. Each jacket represented a real life at risk (Charr, 2020). He transformed it into an immersive installation space.

Second, in his article for The Guardian, Ai argues that the refugee crisis is not only about displaced people. It reflects on our collective values and ethical responsibilities (Ai, 2018).

Looking back on large-scale installations and public activism, Ai Weiwei turns data into human stories. His art does not just raise awareness; it makes audiences reflect emotionally, ethically, and politically.

Bibliographic

Ai, W. (2018). This article is more than 7 years old

The refugee crisis isn’t about refugees. It’s about us. https://www.theguardian.com/commentisfree/2018/feb/02/refugee-crisis-human-flow-ai-weiwei-china (Accessed 23/07/2025.)

Charr, M. (2020). Ai Weiwei Refugee-Inspired Installation Unveiled at Minneapolis Institute of Art https://www.museumnext.com/article/ai-weiwei-refugee-inspired-installation-unveiled-at-minneapolis-institute-of-art/ (Accessed 23/07/2025.)

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What issue or message does this artist/project focus on?

The installation explores the refugee crisis, specifically the migrants who risk their lives crossing the Mediterranean. Ai Weiwei uses real life jackets discarded by refugees to highlight the human cost of forced migration.

How does the artist express the message (performance / installation / image / action)?

It's a large-scale installation, by attaching thousands of orange life jackets to the columns outside the Minneapolis Institute of Art.

What is unique or powerful about the way the project involves people?

Visitors cannot ignore the installation because walking under these life jackets creates an experience that forces them to confront the reality behind the refugee crisis. It engages viewers on an emotional and communal level.

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Ai Weiwei Refugee-Inspired Installation Unveiled at Minneapolis Institute of Art

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The famous Ionic columns that welcome visitors to the Minneapolis Institute of Art in Minnesota have been transformed by the celebrated Chinese artist Ai Weiwei.

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What issue or message does this artist/project focus on?

Ai Weiwei focuses on the global refugee crisis. However, he doesn't see it as a problem that only concerns refugees. He frames it as a moral issue that reflects on all of humanity.

How does the artist express the message (performance / installation / image / action)?

His film 'Human Flow', which is a documentary film, records the journeys of displaced people across 23 countries.

What is unique or powerful about the way the project involves people?

Ai Weiwei’s own background as a political exile adds authenticity to his creativity. While audiences were watching the film, it invited viewers to emotionally engage.

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The refugee crisis isn’t about refugees. It’s about us | Ai Weiwei

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I was a child refugee. I know how it feels to live in a camp, robbed of my humanity, says the artist and activist Ai Weiwei

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Briefly explain: The Ice Wall by Tania Bruguera is directly related to the issue of racism. It is a participatory installation. As the ice slowly melts, it symbolizes how barriers like racial discrimination can be broken down through time, awareness, and collective effort.

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Description

In today's lesson, I used the AI tool to help develop ideas for my Activism Project. In the beginning, I directly told AI that I wanted to research racism as my central topic. Then, based on this, it started suggesting some questions and giving examples of racist events and anti-racism campaigns. This helped me start shaping my direction more clearly.

Feelings

I’ve always known that AI is a helpful tool, but I still feel a bit nervous about relying on it too much. For example, I found that AI only works well when I give it clear instructions or a focused demand. It doesn’t “think” like a human. Sometimes, when I ask it for research help, I find I'm following its suggestions without asking my own questions. This experience made me reflect on how easily I can lose my sense of direction when I let AI lead the thinking process.

Evaluation & Analysis

Looking back on my experience of using AI. One thing is worked was that I already had a clear idea in mind before using. One example of this is that I knew I wanted to explore racism, so that I could give the AI a focused prompt. This saved time and allowed the discussion to go deeper. AI makes me think more, such as why I chose this topic, how I wanted to express it, and through the interactive? immersive? or others? These questions aim to help me realise that I wasn't just choosing racism; I need to understand what message I want to convey, who I was addressing, and why it mattered. In contrast, if I had no direction at all, AI might have overwhelmed me with too many vague ideas.

Conclusion & Action Plan

From the activity, I believed that AI can be a powerful guide, but I need to stay in control of my own core of thinking. It’s not about asking “what can the AI tell me,” but rather “what do I want to explore, and how can AI help me go further?” To achieve a better result, I need to prepare a clearer prompt, which comes from my organised thinking, so that I can stay connected to my original purpose.

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What do you find interesting or exciting about this topic?

What I find most interesting about activism is how it shows people coming together to drive social or political change. Whether it's a protest, a demonstration, or even a petition, each action reflects the power of collective effort. That's what makes it genuinely exciting. I'm particularly looking forward to how the modern movement uses social media to attract attention and build global support, because it's a powerful tool for connection and influence.

What do you find difficult or unfamiliar?

One difficulty I've noticed is that activism takes some different forms depending on the country and cultural background. In some nations, large-scale street demonstrations and clashes became a form of resistance, for example, the French "Yellow Vest" movement, or the 2019 protests in Hong Kong. Both movements have resulted in people dying or being injured. These often emerge in places where people feel that peaceful methods are ineffective or ignored.

In contrast, some countries choose quieter, more symbolic expressions. This may reflect cultural values such as collectivism, order, or indirect communication.

I think the challenge is that there’s no universal definition of “effective” activism. This makes it difficult to judge or even fully understand the intent behind certain actions. Unless we consider the political and cultural context. In my opinion, activism is never just about the action itself, but also about where and why it happens.

Is it unusual to talk about these topics coming from your country?

In my country, Taiwan, I wouldn’t say that people have to avoid sensitive topics. Fortunately, we have relatively strong freedom of speech, and I’m proud of that. In addition, Taiwan has made remarkable progress in some areas, such as LGBTQ rights, for example, becoming the first country in Asia to legalise same-sex marriage in 2019. It was not only a legal breakthrough, but also a symbol of respect for individual identity and human rights.

However, that doesn’t mean all topics are easy to discuss. On a personal level, I tend to avoid conversations about political opinions, especially with people I don’t know well.

So, while activism and expression are alive in Taiwan, there are still social ‘grey zones’ where people prefer to keep things vague or neutral, perhaps out of politeness, fear of conflict, or just a habit.

How does it feel to study this topic?

It’s been inspiring and eye-opening, because I’ve realised that activism is not only about protests or political slogans, but also about creativity, courage, and communication. At the same time, it makes me reflect on my own values and whether I’m doing enough to care about the world around me.

Which issues speak to you most?

I feel deeply connected to human rights issues, especially involving war, forced migration, and government oppression. Topics like human trafficking and racial discrimination are also important to me, as they reflect both global and local injustices that often go unseen or unspoken.

In addition, I’m very concerned about animal rights. The abuse and illegal trade of animals are not only cruel but also reveal how disconnected humans can be from other living beings. I once saw a photo of a whale whose body had been killed by a passing ship. It was absolutely heartbreaking.

Have you ever taken part in a demonstration or seen protest art?

I haven't participated in any demonstrations myself, but I really admire the courage and determination of those who have. It takes a huge emotional strength to publicly stand up for what you believe in, especially when there is risk involved. While I haven't actively sought out protest art, this question made me realise that I may have overlooked it in daily life.

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PCA Note - AI Developing Academic Writing

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PCA Note - AI Developing Academic Writing