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 A collective of educators and students engages in immersive art- and design-driven practice to reimagine higher-education and primary-school teaching and learning at, and beyond, the University of Teacher Education. 

Rooted in curiosity, care and attentiveness to diverse histories and voices, the collective offers open-ended impulses that anyone can adapt, question or extend across a growing constellation of educational hubs.

© 2025 Emerging Space Collective (CC BY‑NC 4.0)
Method: The Invisible Thread

Overview:

This embodied exercise illustrates leadership dynamics and attention strategies through playful role-play in a circle.

  1. Circle Formation (2 min)
    All participants stand in a circle. One person volunteers as the Leader and steps into the center. The person who is the leader does not know which roles have been assigned to the others.

  2. Role Assignment (2 min)
    Distribute a role card to each outsider:
    • Follower: Mimics the Leader’s movements attentively.
    • Distractor: Deliberately ignores the Leader—looks away, fidgets, or murmurs.
    • Reluctant Mover: Joins in belatedly or half-heartedly, showing minimal motivation.
    • Confused Observer: Acts uncertain—watches others first and reacts slowly or tentatively.

  3. Leader’s Task (5 min)
    The Leader uses gestures or signals for the circle to copy. When a distraction arises, they adapt—recapturing attention without losing the group’s rhythm.

  4. Group Reflection (6 min)
    Reconvene in the circle and discuss:
    • How did it feel to guide or resist?
    • Which tactics helped the Leader maintain engagement?
    • What did the exercise reveal about power, attention, and inclusion?

Contextual Reflection & Shared Agency:
Notice how “leading” and “following” echo broader power structures—ask whether fixed hierarchies are necessary or if more fluid models could better honour every voice. Consider alternatives: could leadership rotate, or could participants co-design the next move? Explore ways to empower learners to own their choices and emotional responses—inviting them to set signals, adjust pace, or even redefine roles mid-exercise. By naming and gently challenging these dynamics, we create space for collective responsibility, respect for diverse experiences, and genuine co-authorship of the learning process.