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. Im 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 Marys University and manages the EdD: Professional Doctorate in Education programme.
Mark Price is an Associate Professor at the School of Education, St Marys University, London and Honorary Fellow at Centre for Creative-Relational Inquiry, University of Edinburgh.
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