Pedagogy in Higher Education
Purpose, Practice and Relationships
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- Description
- Contents
- About
Pedagogy in Higher Education provides a critical context for the exploration of the complex ways that pedagogy impacts the stakeholders of universities, and their interrelationships. The authors in this collection present a critique of the way they meet the challenge of engaging learners, across all levels of learning, in developing critical dispositions within their discipline while seeking the skills and knowledge required for them to flourish in a modern workforce. Creative, digital technologies feature in many of the narratives and authors question and probe their professional contexts to better understand and react to the multiple curricula, political and neoliberal tensions of modern universities.
Encouraging critical reflection and practice, each chapter highlights implications for practice. Covering a wide range of interdisciplinary topics, such as Law, Education, Teacher Education, and Digital Technologies, Pedagogy in Higher Education provides current thinking from cross-disciplinary and international perspectives to inform colleagues and students both nationally and internationally and aims to foster discussions across universities globally.
Section 1. Opening
- Chapter 1. Introduction; Christine Edwards-Leis and Mark Price
- Section 2. The Purpose and Values of HE Pedagogy
- Chapter 2. Interest(s), imagination and intentional acting in critical-creative pedagogies of Higher Education; Steve Keirl
- Chapter 3. Can pedagogy in universities be critical?; Christine Edwards-Leis and Jane Chambers
- Chapter 4. ‘Right from the start’: The importance of critical pedagogy in Initial Teacher Education; Viki Veale
- Chapter 5. Future teachers as global citizens and agents of change; Amy Strachan
- Chapter 6. Narrative Imagination and Critical Self-examination in Postgraduate Education - A Capability Approach; Hyleen Mariaye and Shalini Ramasawmy
- Section 3. Practice in HE Pedagogy
- Chapter 7. Exploring the challenges of service learning in contemporary higher education; Abbe Brady
- Chapter 8. Teaching legal history within the law school undergraduate curriculum: A necessity not an indulgence; Judith Bourne
- Chapter 9. I’m a creative, get me out of here: supporting the development of research and reflective pedagogy in practice-as-research; Michelle Paull
- Chapter 10. Blurring the boundaries: Embedding inclusive pedagogy in Initial Teacher Education; Helen Thouless and Clare Martin
- Chapter 11. Academic Literacy Skills at the Higher Education Level: Enforcing Inclusive Pedagogy; Michael Hast and Jennifer Chung
- Section 4. Innovative Pedagogical Approaches
- Chapter 12. GI Pedagogy: An innovative pedagogical framework for teaching with geographical information systems – and lessons for higher education; Sophie Wilson and Agnes Simic
- Chapter 13. Tech in teaching: Exploring the impact of digital learning on emerging professional practice; Jemima Davey
- Chapter 14. Revisioning ‘being’ in education: Tools for critical reflection, transformation, and sustainability in higher education; Alesia Mickle Moldavan
- Chapter 15. Keys to developing a ‘high tech, high touch’ pedagogy; Matt James
- Section 5. Relational Pedagogies
- Chapter 16. Walking the tightrope: Exploring ‘risky’ issues and discomfort in the higher education classroom; Fin Cullen, Michael Whelan, and Mike Seal
- Chapter 17. Considering a more care-full approach to teaching within Higher Education; Julie Pearson
- Chapter 18. Call and response: Inclusive approaches to doctoral supervision; Julie Spencer and Christine Edwards-Leis
- Chapter 19. From the academic encounter to a curated space: developing relational pedagogy; Laura Minogue and Mark Price
Christine Edwards-Leis is the post-graduate research lead for the School of Education at St Mary’s University and manages the EdD: Professional Doctorate in Education programme.
Mark Price is an Associate Professor at the School of Education, St Mary’s University, London and Honorary Fellow at Centre for Creative-Relational Inquiry, University of Edinburgh.