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An introduction to critical pedagogy for all those working within
higher education. Critical Pedagogy is an approach that is
fundamentally democratic, informal, non-hierarchical, determined by
participants, privileges the oppressed and their perspectives and
is committed to action. Higher education (HE), conversely, is often
un-democratic, formal, hierarchical, determined by tutors and
national bodies, re-inscribes existing privileges and is distant
from lived experience. The book starts from the premise that
critical pedagogies are possible in HE, while recognising the
tensions to be ameliorated in trying to enact them. It re-examines
the concept and explores its practical application at an
institutional level, within the curriculum, within assessment,
through learning and teaching and in the spaces in-between. The
Critical Practice in Higher Education series provides a scholarly
and practical entry point for academics into key areas of higher
education practice. Each book in the series explores an individual
topic in depth, providing an overview in relation to current
thinking and practice, informed by recent research. The series will
be of interest to those engaged in the study of higher education,
those involved in leading learning and teaching or working in
academic development, and individuals seeking to explore particular
topics of professional interest. Through critical engagement, this
series aims to promote an expanded notion of being an academic -
connecting research, teaching, scholarship, community engagement
and leadership - while developing confidence and authority.
This book highlights the importance of academic staff having
focused conversations about teaching. The emphasis is on using this
approach to build individual and team capacity and to bring about
institutional change. It emphasises the distributed nature of
expertise in teaching which exists at all levels in universities
and how conversation can be harnessed to develop and share this.
Drawing on research related to dialogue, coaching, communities of
practice and building learning organisations, the text identifies
simple yet effective ways to engage in learning conversations,
develop educational practice, and achieve institutional goals.
Critical Practice in Higher Education provides a scholarly and
practical entry point for academics into key areas of higher
education practice. Each book in the series explores an individual
topic in depth, providing an overview in relation to current
thinking and practice, informed by recent research. The series will
be of interest to those engaged in the study of higher education,
those involved in leading learning and teaching or working in
academic development, and individuals seeking to explore particular
topics of professional interest. Through critical engagement, this
series aims to promote an expanded notion of being an academic -
connecting research, teaching, scholarship, community engagement
and leadership - while developing confidence and authority.
Covering both Primary and Secondary teaching, this handbook offers
support to those delivering school-based teacher training. By
identifying best practice, the book shows you how to develop your
professional knowledge and become an effective teacher educator and
mentor. Topics covered include: - strategies for coaching and
mentoring trainee teachers - teacher training in schools - links
between teacher education and recent research - how to develop your
own identity as a teacher educator Packed with case studies of good
practice, models of successful teaching and activities to try, this
practical book leads you through a professional development process
that will enable you to be confident and secure in your practice.
An essential guide for tutors, mentors and all those involved in
staff development in schools, the book is also useful for
experienced teachers in schools who are taking on training roles
and supporting and mentoring newly qualified teachers (NQTs).
Elizabeth White and Joy Jarvis both teach in the School of
Education, at the University of Hertfordshire.
This book offers university teachers informed and practical
strategies for raising awareness of bias in teaching, learning and
assessment practices. Conscious and unconscious biases influence
judgements, perceptions, decision making and actions, and societal
awareness has now turned the spotlight on how higher education (HE)
is addressing bias at institutional and individual levels. The
urgency to do so is evidenced through recent studies which reveal
the extent of the effects of discrimination and exclusion
experienced by individual students, groups of students and members
of staff. It can be difficult to know where to start and how to
sustain effective impact to achieve inclusion, equity and equality
of opportunity. This book offers informed and practical strategies
for raising awareness of bias in teaching, learning and assessment
practices and provides approaches to eliminate, limit and mitigate
the negative effects of bias on university students.
Co-creation of learning and teaching, where students and staff
collaborate to design curricula or elements of curricula, is an
important pedagogical idea within higher education, key to
meaningful learner engagement and building positive student-staff
relationships. Drawing on literature from schools' education, and
using a range of examples from universities worldwide, this book
highlights the benefits of classroom-level, relational, dialogic
pedagogy and co-creation. It includes a focus on the classroom as
the site of co-creation, examples of practice and practical
guidance, and a unique perspective in bringing together the concept
of co-creation with relational pedagogy within higher education
learning and teaching. Critical Practice in Higher Education
provides a scholarly and practical entry point for academics into
key areas of higher education practice. Each book in the series
explores an individual topic in depth, providing an overview in
relation to current thinking and practice, informed by recent
research. The series will be of interest to those engaged in the
study of higher education, those involved in leading learning and
teaching or working in academic development, and individuals
seeking to explore particular topics of professional interest.
Through critical engagement, this series aims to promote an
expanded notion of being an academic - connecting research,
teaching, scholarship, community engagement and leadership - while
developing confidence and authority.
This book will help all academic staff in higher education (HE)
develop more informed teaching and better support students as they
transition to university. It explores the organisations who advise
students pre-university and uncovers the myths and misconceptions
held by HE stakeholders. Induction and welcome activities are
examined in order to identify best practice, transition problems
such as study skills, employment, mental health and identity are
covered, and a final chapter focuses on the effects of Covid-19 on
transition issues. The Critical Practice in Higher Education series
provides a scholarly and practical entry point for academics into
key areas of higher education practice. Each book in the series
explores an individual topic in depth, providing an overview in
relation to current thinking and practice, informed by recent
research. The series will be of interest to those engaged in the
study of higher education, those involved in leading learning and
teaching or working in academic development, and individuals
seeking to explore particular topics of professional interest.
Through critical engagement, this series aims to promote an
expanded notion of being an academic - connecting research,
teaching, scholarship, community engagement and leadership - while
developing confidence and authority.
Covering both Primary and Secondary teaching, this handbook offers
support to those delivering school-based teacher training. By
identifying best practice, the book shows you how to develop your
professional knowledge and become an effective teacher educator and
mentor. Topics covered include: - strategies for coaching and
mentoring trainee teachers - teacher training in schools - links
between teacher education and recent research - how to develop your
own identity as a teacher educator Packed with case studies of good
practice, models of successful teaching and activities to try, this
practical book leads you through a professional development process
that will enable you to be confident and secure in your practice.
An essential guide for tutors, mentors and all those involved in
staff development in schools, the book is also useful for
experienced teachers in schools who are taking on training roles
and supporting and mentoring newly qualified teachers (NQTs).
Elizabeth White and Joy Jarvis both teach in the School of
Education, at the University of Hertfordshire.
Online learning has become an increasing presence in higher
education course design, with most courses combining physical real
time engagement with asynchronous learning activity. Now, however,
there is a greater need for this one-stop guide to critical
practice in this area, as we rethink the role of digital in the
social practices of university learning and teaching. This book
provides a critical and contemporary 'deep dive' into the
socio-material, technological and pedagogical practices at work in
virtual and digital higher education. Examples are drawn from
across and between disciplinary pedagogies with a focus on blended
and hybrid approaches and the pivot to fully online made urgent by
Covid-19 but drawing on existing best practice. The Critical
Practice in Higher Education series provides a scholarly and
practical entry point for academics into key areas of higher
education practice. Each book in the series explores an individual
topic in depth, providing an overview in relation to current
thinking and practice, informed by recent research. The series will
be of interest to those engaged in the study of higher education,
those involved in leading learning and teaching or working in
academic development, and individuals seeking to explore particular
topics of professional interest. Through critical engagement, this
series aims to promote an expanded notion of being an academic -
connecting research, teaching, scholarship, community engagement
and leadership - while developing confidence and authority.
This book offers a clear and concise introduction to transnational
higher education. Drawing on research, current sector guidance and
policy, it asks critical questions about the role and nature of
transnational education, motivations for engaging in transnational
education, how transnational education is quality assured, and how
it might develop in the future. It unpacks some of the differences
in practice, and their inherent complexities, in an accessible way,
encouraging the reader to consider their own role and context.
Critical Practice in Higher Education is a series which provides a
scholarly and practical entry point for academics into key areas of
higher education practice. Each book in the series explores an
individual topic in depth, providing an overview in relation to
current thinking and practice, informed by recent research. The
series will be of interest to those engaged in the study of higher
education, those involved in leading learning and teaching or
working in academic development, and individuals seeking to explore
particular topics of professional interest. Through critical
engagement, this series aims to promote an expanded notion of being
an academic - connecting research, teaching, scholarship, community
engagement and leadership - while developing confidence and
authority. Having spent my time researching practitioner (both host
and overseas) interactions in TNE, I passionately believe that
practitioner engagement and participation is fundamental to the
successful delivery of any TNE initiative. I am therefore delighted
to endorse this book and recommend it to any practitioner who
wishes to understand the phenomenon of TNE in greater detail to
improve their knowledge and practice. Dr C M Bordogna
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