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1 – 7 of 7Jane Booth and Pat Green
Humanity faces many crises – climate change, food insecurity, persistent poverty – what Brown, Harris, and Russell (2010) call wicked problems. These problems implicate us all…
Abstract
Humanity faces many crises – climate change, food insecurity, persistent poverty – what Brown, Harris, and Russell (2010) call wicked problems. These problems implicate us all, with possible solutions transcending disciplinary, organizational, and national boundaries. Therefore educators need to nurture graduates able to engage as future practitioners – and citizens – in seeking solutions which recognize “the personal, the local and the strategic, as well as specialized contributions to knowledge” (Brown et al., 2010, p. 4).
A model of service-learning which draws on the principles of social pedagogy, cultural-based learning and co-production provides the foundations for a more reflexive pedagogy, supporting the “development of student attention, emotional balance, empathetic connection, compassion and altruistic behavior” (Zajonc, 2013, p. 83). This approach advocates that community organizations play a pivotal role in co-designing knowledge. Drawing on an applied research module at University of Wolverhampton this chapter will argue that by engaging community groups as co-producers of knowledge, learning can be extended beyond students to the wider community (Murphy & Joseph, 2019). Not only will this enhance the potential of service learning to benefit the community and the students, but it has the potential to produce graduates more sensitive to the needs of communities themselves.
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- Applied learning
- community engagement
- community link
- community-based learning
- co-production
- critical reflection
- cultural-based learning
- experiential learning
- expertise/expertises
- integrated experience
- knowledge of the powerful
- powerful knowledge
- reciprocity
- reflection
- social pedagogy
- social science
- wicked problems
Faculty members at public universities in different disciplines view civil society differently as they perform their function of creating partnerships with society. This chapter…
Abstract
Faculty members at public universities in different disciplines view civil society differently as they perform their function of creating partnerships with society. This chapter draws evidence from faculty members in public universities from one African country – Malawi. Drawing from Derrida’s (1978) concept of difference and West’s (1993) views of social theory, the chapter examines three approaches to community engagement (CE) with civil society. It concludes that the growing demands to attain difference in CE have resulted in oversupply of approaches that are often pitied against each other; hence, the hierarchies obscure the work CE is achieving.
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Sarah Thomson, Andrew Reeves and Mark Charlton
It is commonly recognized in the UK Higher Education (HE) sector that the United States has dominated the practice of applying and articulating service-learning as a pedagogical…
Abstract
It is commonly recognized in the UK Higher Education (HE) sector that the United States has dominated the practice of applying and articulating service-learning as a pedagogical approach for several decades (see Bringle & Hatcher, 1996; Butin, 2003; Eyler & Giles, 1999; Furco & Billig, 2002; Morton & Troppe, 1996). The use of service-learning as a pedagogical approach is an emerging field in the UK, responding to strategic agendas such as national assessment of academic impact and the civic role of universities.
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Universities across the globe have had to rethink how the significant resources devoted to learning, teaching, and assessment might be reconfigured to better support student…
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Universities across the globe have had to rethink how the significant resources devoted to learning, teaching, and assessment might be reconfigured to better support student learning across different modes of delivery. A focus on ‘flexibility’ in assessment arrangements supports the need to be responsive to the requirements of a changing and increasingly uncertain higher education landscape across Africa and elsewhere in the world. This chapter explores how professors and lecturers in higher education can deliver effective assessment processes that meet the demands of online and blended learning environments. Flexibility in assessment is about responding to students’ individual learning needs as well as the needs of the curriculum. The key is making assessment relevant to the students. The proliferation of learning technologies and tools, coupled with the increasing diversification of student profiles and pathways through programmes, provides the context for developing flexible assessment. Here technology is a key enabler for personalised and active blended learning experiences. This chapter considers practical ideas and strategies for inclusive, authentic, and flexible assessment task design, delivering effective feedback, and ensuring quality and consistency within assessment processes – all of which are relevant in an era of COVID-19 pandemic disruptions in higher education.
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The most recent research on the prevalence of young caring in secondary school–age children (Joseph et al., 2019) suggests that one in five 11–16 year olds have a caring role…
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The most recent research on the prevalence of young caring in secondary school–age children (Joseph et al., 2019) suggests that one in five 11–16 year olds have a caring role. There are inherent challenges with identifying children and young people (CYP) who have caring responsibilities; they find themselves in the role because of love for a family member, as well as the lack of provision to meet the needs of the person they are caring for (Keith & Morris, 1995), not because they have consciously chosen to become a carer, and so do not identify with the concept (Smyth, Blaxland, & Cass, 2011). School can be both precarious and a place of sanctuary for young carers (Becker & Becker, 2008). Experiences of education, as with many aspects of caring, exist on a continuum with no young carers’ educational experience being the same (Dearden & Becker, 2003). Schools have a pivotal role in identifying, understanding and supporting young carers to prevent their education from being adversely affected.
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