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What do meaningful connections in learning and teaching look like,
and how might we foster these? How might the concept of mattering
be helpful for our understanding of higher education? In this book,
Karen Gravett examines the role of relationships, and in particular
of relational pedagogies, where meaningful relationships are
positioned as fundamental to effective learning. She explores
concepts of authenticity, vulnerability, and trust within learning
and teaching, as well as the potential of working with students in
partnership. This book examines the role of relationships between
colleagues: how educators can learn from others both within and
beyond higher education, as well as considering how teachers can
support one another when working within challenging contemporary
contexts. Drawing upon a rich theoretical perspective that
interweaves posthuman and sociomaterial theory, the book also
introduces a broader conception of the relational, where relational
pedagogies are understood as encompassing objects, spaces and
materialities, as part of an interwoven web of relations. In
exploring mattering, Gravett explores both who matters - who should
be considered and valued - and the material mattering of learning.
In this innovative conception of relational pedagogies, Gravett
offers a broad and rich reworking of our understanding of
relationality, offering fresh ways in which we might understand and
conduct higher education theory and practice.
This book examines the dominant discourses in higher education.
From the moment teachers enter higher education, they are met with
dominant discourses that are often adopted uncritically, including
concepts such as teaching excellence, student voice, and student
engagement. Teachers are also met with simplistic binaries such as
teaching vs. research, quantitative vs. qualitative research, and
constructivists vs. positivists. Kinchin and Gravett suggest that
this may present a distorted view, contributing to the disconnect
between the aims and observable practice of higher education.
Rather than celebrating difference, dominant discourses tend to
seek similarities in an attempt to simplify and manage the
environment. In this book, the authors share their belief that
teaching and learning should be a thoughtful endeavour. Thinking
with a breadth of theories, the authors explore the overlaps
between different perspectives in order to offer a richer and more
inclusive interrogation of the dominant discourses that pervade
higher education. Offering methodological approaches to explore
these perspectives, the authors bring together academics working in
different parts of the university and examine the concept of a
‘rich cartography’, considering how this can offer meaning
within higher education research and practice.
This book explores student-staff partnerships through a breadth of
co-authored research projects. There is a significant gap in
current literature regarding student-staff partnerships, both in
the sharing of examples as well as in the examination of
partnership working and its impact. Organised into four thematic
sections, the editors and contributors highlight the diversity of
routes students and staff can take to work in partnership, as well
as how research, learning and teaching can be co-created. Written
by both university staff and student researchers, the chapters
consider the benefits of student-staff partnerships as an antidote
to consumerist visions of higher education, and a way of
celebrating the potential of students and their voices. This book
will be of interest and value to scholars of student-staff
partnerships.
This book explores student-staff partnerships through a breadth of
co-authored research projects. There is a significant gap in
current literature regarding student-staff partnerships, both in
the sharing of examples as well as in the examination of
partnership working and its impact. Organised into four thematic
sections, the editors and contributors highlight the diversity of
routes students and staff can take to work in partnership, as well
as how research, learning and teaching can be co-created. Written
by both university staff and student researchers, the chapters
consider the benefits of student-staff partnerships as an antidote
to consumerist visions of higher education, and a way of
celebrating the potential of students and their voices. This book
will be of interest and value to scholars of student-staff
partnerships.
This book examines the dominant discourses in higher education.
From the moment teachers enter higher education, they are met with
dominant discourses that are often adopted uncritically, including
concepts such as teaching excellence, student voice, and student
engagement. Teachers are also met with simplistic binaries such as
teaching vs. research, quantitative vs. qualitative research, and
constructivists vs. positivists. Kinchin and Gravett suggest that
this may present a distorted view, contributing to the disconnect
between the aims and observable practice of higher education.
Rather than celebrating difference, dominant discourses tend to
seek similarities in an attempt to simplify and manage the
environment. In this book, the authors share their belief that
teaching and learning should be a thoughtful endeavour. Thinking
with a breadth of theories, the authors explore the overlaps
between different perspectives in order to offer a richer and more
inclusive interrogation of the dominant discourses that pervade
higher education. Offering methodological approaches to explore
these perspectives, the authors bring together academics working in
different parts of the university and examine the concept of a
‘rich cartography’, considering how this can offer meaning
within higher education research and practice.
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