De-Territorialisations for Pedagogical Co-Creation: Challenging Traditionalistic Pedagogies with Students in Higher Education

Autor/in	Bustillos Morales, Jessie
Titel	De-Territorialisations for Pedagogical Co-Creation: Challenging Traditionalistic Pedagogies with Students in Higher Education
Quelle	In: Journal of University Teaching and Learning Practice, 18 (2021) 7, S.214-225, Artikel 13 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	College Instruction; College Freshmen; Teacher Student Relationship; Power Structure; Conventional Instruction; Educational Cooperation; Foreign Countries; College Faculty; United Kingdom + Suchen Sie Ihr Suchwort? Hochschullehre; Studienanfänger; Teacher student relationships; Lehrer-Schüler-Beziehung; Education; cooperation; Kooperation; Ausland; Fakultät; Großbritannien
Abstract	The notion of pedagogy tends to be understood as the domain of teachers, this is a reductive way of thinking about pedagogy. Instead, in this paper I explore the heteroglossia of pedagogy through the Deleuzian-Guattarian notion of assemblage. Through this approach, pedagogy is an open debate which needs to involve students to co-create the learning environment in Higher Education (HE). Drawing on data collected with first year undergraduate students and through an action research methodological approach, I will argue that collaborative and progressive pedagogies in HE must go beyond the authority of the teacher and offer students in-class opportunities to negotiate the usual power relationships that characterise traditionalistic pedagogies. Whilst there is a stronger emphasis on engaging students differently in HE, it is important to also reflect on the dynamics that emerge from initiatives that seek to redress the pedagogical imbalances that the traditionalistic classroom perpetuates, such as enforcing a prescriptive curriculum where knowledge is transferable, inert and closely policed to satisfy performative regimes of assessment. I suggest that the notion of assemblages can help us understand the solidified and accepted classroom pedagogies as "territories" which are still normative in education, including HE, therefore, mapping out these territories open up possibilities for "de-territorialisations." [The page range (214-227) cited in the .pdf is incorrect. The correct page range is p214-225.] (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01