Facing an uncertain future: curricula of dualities

Abstract

This article considers how best to conceptualise higher education curricula in a world marked by uncertainty, where knowledge and the foundations of knowledge are strongly contested. We then draw on conceptions of agency that derive from socio-cultural theorising to consider what 'tools' for thinking and practising individuals may need to deploy if they are to engage with a fast-changing world. The article highlights the large challenges that students may face in developing the forms of being and the orientations to knowledge associated with an age of supercomplexity. The concluding section, Curricula of dualities, addresses the question of how best to achieve curricula and pedagogic practices in higher education that may enable students to embark on an open-ended journey from their present ways of knowing and being. We contend that curricula for an age of uncertainty can be productively conceptualised in terms of pairs of contrasting elements that are in creative tension, e.g. play and discipline, support and challenge.Conceptualising curricula in such a way allows students' present circumstances and orientations and their possible futures to stay in central focus.

Experienced academics’ pedagogical development in higher education: time, technologies, and conversations

“…Further, making time within formal educational development activities for informal conversations about teaching may enhance opportunities for fruitful informal learning and encourage a culture which embraces such conversations and supports positive identity development (Thomson, 2015). Engaging all academics deeply with reflection on pedagogy is crucial if they are to create the kinds of active, risky and well balanced programmes of study required to prepare students to engage with supercomplex challenges (Barnett, 2007;Anderson and McCune, 2013).…”

“…(Rose, 2013). Most importantly, the quality and processes of teaching and assessment in higher education are fundamental to the preparation of students to engage effectively with gobal challenges such as climate change, poverty and conflict (Anderson and McCune, 2013). These challenges are both complex -in that they involve systems in which the effects of actions are often unpredictable -and also supercomplex -bringing together competing value positions (Barnett, 2007).…”

Investigating the relationships between approaches to learning, learner identities and academic achievement in higher education

“…Dealing with the challenges posed by climate change is one example of a supercomplex problem but there are many others in our 21st-century world. Possibilities for developing students' ways of being in preparation for supercomplexity might involve careful balancing of different aspects of curricula such as: support versus challenge (see also Postareff et al 2014 on this point); situation within a discipline versus openness to other perspectives; local versus international foci; disciplined engagement versus play; and the shaping and enabling aspects of teaching (Anderson and McCune 2013b). Making use of authentic open-ended problems in teaching and drawing on the enabling possibilities of Web 2.0 technologies, to encourage students to identify as active contributors rather than passive recipients, would also be promising in this regard (McCune and Entwistle 2011).…”

Academic identities in contemporary higher education: sustaining identities that value teaching

“…This came through clearly in some of the participants' narratives about tensions in their roles. Yet care for teaching has never been more important than it is today as these teachers must prepare students well for the challenges of an increasingly fragmented, fast paced and complex world (Anderson and McCune, 2013;Barnett, 2007).…”

“…In contrast with the valorisation of simplistic research, knowledge exchange and student satisfaction metrics, the qualitative nature of learning experiences in higher education is central to social justice, critical citizenship and preparing graduates for a complex and uncertain world (Anderson and McCune, 2013;Barnett, 2007;McArthur, 2016;Sutton, 2015). From these perspectives, academics engaging deeply in providing meaningful learning experiences is crucial.…”