"This book envisions a relational and multimodal conceptualisation of higher education, which advocates for knowledge to be analyzed under three relational dimensions: social, digital and environmental. The volume draws on interdisciplinary approaches grounded in Peirceian semiotics, in exploring an integration of these dimensions in higher education theory and practice. The book situates learning in an awareness of the environment, grounded in principles of interconnectedness and flattened hierarchies. The volume features practical case studies through dialogues with higher education teachers, presenting different ways of practicing multimodal and relational higher education which prioritize and embrace expression and creation through more than one dominant modality of communication. The book highlights how a relational multimodal paradigm can serve as a way forward for universities to address global challenges concerning social, technological, and environmental futures through a social justice lens. This innovative book will be of interest to students and scholars in semiotics, multimodality, and higher education, as well as stakeholders in these fields"--
This book proposes a relational turn in higher education by conceptualizing knowledge and pedagogy as relational and multimodal, analysed through three dimensions of relationality: social, technological and environmental.
The volume draws on interdisciplinary approaches that make a case for integrating these interconnected and distinct dimensions in higher education theory and practice. Its novelty lies in combining such a variety of perspectives with Peircean semiotics to explore what it means to learn and live relationally. It emphasises the importance of critical reflection, rooted in an environmental understanding of knowledge and digital media. This approach integrates materiality, place and space in higher education, paying special attention to caring and imaginative interactions, interpretation, and emotions. The volume features practical case studies of relational pedagogy through dialogues with diverse higher education practitioners, which embrace expression and creation through more than one dominant modality of communication and being. The book envisions students and educators as relational agents, with relational awareness and responsibility, highlighting how a relational multimodal paradigm can serve as a way forward for universities to address global challenges concerning social, (post)digital and environmental futures.
This innovative book will be of interest to scholars, students, teachers and policymakers in higher education, semiotics, multimodality and futures studies.
This book proposes a relational turn in higher education by conceptualizing knowledge and pedagogy as relational and multimodal, analysed through three dimensions of relationality: social, technological and environmental.
