{"id":2444,"date":"2017-12-13T22:10:59","date_gmt":"2017-12-13T22:10:59","guid":{"rendered":"http:\/\/johncanning.net\/wp\/?p=2444"},"modified":"2017-12-13T22:31:16","modified_gmt":"2017-12-13T22:31:16","slug":"reflections-on-career-and-realisation-of-privilege-through-building-with-legor","status":"publish","type":"post","link":"http:\/\/johncanning.net\/wp\/?p=2444","title":{"rendered":"Reflections on career and realisation of privilege through building with LEGO\u00ae"},"content":{"rendered":"

A couple months ago I wrote a short post on drawing following a session on visual research methods led by my colleague Pauline Ridley. A couple of weeks ago I attended a session led by Professor Alison James <\/a>from the University of Winchester who is, among other things, an accredited facilitator of LEGO\u00ae SERIOUS PLAY\u00ae <\/a><\/p>\n

Visual methods offer the opportunity to convey concepts that are difficult to communicate in written or oral forms. As I indicated in my last post, it is not the purpose of visual methods to interpret artefacts that participants have produced but to enable participants to use their artefacts alongside other methods.<\/p>\n

In the session Professor James set the brief along the lines of building a Lego\u00ae model of our professional lives and the (not great)\u00a0 picture shows what I produced.<\/p>\n

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I am the character at the edge of the room, which is dominated by an elephant. I didn\u2019t have a any particular views of what the \u2018elephant is the room\u2019 represents, but there always seems to be some elephant in any room I happen to occupy. \u2018I\u2019 am waving some Lego piece which seeks to represent a distance communication device trying to communicate over long and short distances. All, but one of the Lego\u00ae people have their backs to me. There is Baudrillardian sense of my trying to communicate while no else wants to listen. My audience, whether students, colleagues or potential readers of my research don\u2019t seem to want listen while I am communicate things I think are important. They are interested in, or distracted by things like giraffes or giant penguins.<\/p>\n

On reflection this representation is a highly egotistical one. I have set myself as the one with message to communicate while everyone else is just supposed to listen. I\u2019m saying \u201cHey, look at me! Look at me!\u201d, but no one is really interested in looking at me. There are more interesting (and possibly more attractive) things to be looking at. My audience is either distracted by more entertaining pursuits or, more probably, trying not to get eaten by the sharks that circle academia. In \u2018real life\u2019 everyone else is trying to communicate too, and perhaps to them I\u2019m the one who is distracted either by the trivialities of my research interested or fighting my own sharks. Although wheelbarrow and sink unit represent my home DIY projects,\u00a0 the model is notable for the absence of any meaning outside academia. I can feel like a marginal voice in academia, but academia is itself invisible to wider word whether for seemingly legitimate reasons such as major economic and political events or the outrage about Zoella\u2019s \u00a350 advent calendar<\/a> (now half price + 100 Boots Advantage points<\/a>) .<\/p>\n

There are those with no voice at all and no means to communicate. I sometimes get a persecution complex, but as a university educated white straight male I have my back turned to a lot more people than I am facing. The model clearly fails to convey my own privilege. Perhaps a fairer model would have millions of Lego\u00ae people standing behind me.<\/p>\n\n\n