Pedagogies for diversity: retaining critical challenge amidst fears of ‘dumbing down’

Haggis, Tamsin

doi:10.1080/03075070600922709

Cited by 254 publications

(172 citation statements)

References 25 publications

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“…Bovill (2014) reflected that students often question whether or not they will actually be "taken seriously" through the curriculum design process. Additionally, Haggis (2006) claims that students are not always passive individuals in their learning environments. When they are provided with opportunities they are willing and eager to work alongside staff collaboratively in order to improve the curriculum for future cohorts.…”

Section: Student Experiencementioning

confidence: 99%

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Co-Creating a Blended Learning Curriculum in Transition to Higher Education: A Student Viewpoint

Money¹,

Dinning²,

Nixon³

et al. 2016

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Involving students in the design and development of their curriculum is well established in Higher Education but comes with challenges and concerns for both the staff and students. This is not a simple concept and understanding more about the experiences of the student co-creators supports others in developing this aspect of curriculum design. This small scale project uses the individual and collective voices of five second year students who worked with one programme team to co-create a transition module to support new learners entering university. The study explores the co-creation experience and the student's response to the feedback their co-created curriculum received when it was run for the first time. The study was designed to consider if co-creation of a module was beneficial to the students involved in its co-creation. The findings explored issues in relation to the experience, the actual design of the materials and how this could be developed. The students enjoyed the co-creation, felt appreciated and listened to and felt that this was a positive learning experience. They realised how difficult it is to please everybody and gained a much better appreciation of building learning experiences for others to use. The research highlights the fact that with regards to curriculum development within universities that students should be involved in co-creation as they have an understanding of the requirements of learning form a student perspective. Whilst student satisfaction cannot be necessarily be measured directly, the anecdotal comments from students involved in this project as they graduate are the values they place on the opportunities afforded to them. KeywordsStudents Co-Creating the Curriculum, Blended Learning, Students' Engagement J. Money et al. 1206

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Section: Student Experiencementioning

confidence: 99%

“…Students are not submissive, silent individuals in learning environments, they are instead motivated partners willing to work with staff in order to develop a collaborative curriculum (Haggis, 2006). Co-creation can bring staff and students together in a cooperative way for the enhancement of learning and teaching (Dunne & Zandstra, 2011).…”

Section: Introductionmentioning

confidence: 99%

Co-Creating a Blended Learning Curriculum in Transition to Higher Education: A Student Viewpoint

Money¹,

Dinning²,

Nixon³

et al. 2016

View full text Add to dashboard Cite

show abstract

“…My understanding goes beyond the factors in Figure 2 however. Researchers argue for example that learning has become a commodity and students as consumers of this commodity have high expectations for delivery (Haggis, 2006;Gosling, 2009;Fry, Ketteridge, & Marshall, 2009). Arguably, education has therefore become more driven by market forces.…”

Section: Seda Value 2: Scholarship Professionalism and Ethical Practicementioning

confidence: 99%

Reflections around the Support for Emerging HE Teachers through a Staff and Educational Development Association Methodology

Dusabe-Richards¹

2016

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Learning and teaching in higher education has become multi-dimensional with new technologies and emerging academics. Support through on-job courses for such developing teachers within higher institutions of learning is key. Participation in such courses should be encouraged and recognized both internally and externally. But what experiences will the participants on such courses make and will participation really impact positively on them? In this paper, I present my reflections on the SEDA values 2, 3 and 6 as part of learning and teaching development for higher education in the UK.

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“…Many diverse students are unfamiliar with the tacit assumptions and expectations embedded within a university system where their own literacy practices are unacknowledged (Devlin 2013;Northedge 2005). This unfamiliarity has often been perceived as inherent deficits in students that lower their ability to meet academic standards and/or require enhanced learning and teaching Haggis 2006), rather than as cultural differences in literacy practices, with associated social status and power implications (Ivanič et al 2009;Lillis 2003). This paper maintains that barriers to meeting academic standards are not inherent in diverse students' basic abilities to undertake university courses, but in the disparities between their socio-structural positioning and the elite university systems they enter (Devlin 2013).…”

Section: Introductionmentioning

confidence: 99%

Curricula and pedagogic potentials when educating diverse students in higher education: students’Funds of Knowledgeas a bridge to disciplinary learning

Daddow

2016

Teaching in Higher Education

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Phone: +61 3 9919 8365Angela Daddow is a Lecturer in Social Work at Victoria University, Australia. With post graduate qualifications in Social Work and Education, her expertise includes practitioner and senior management roles and academic positions in both fields. Her research interests include higher education curriculum design, teaching and learning for diversity, transformational pedagogy and education for sustainability. 2Curricula and pedagogic potentials when educating diverse students in higher education: Students' Funds of Knowledge as a bridge to disciplinary learning. AbstractWith the massification of higher education in a knowledge-driven economy, Western universities have struggled to keep pace with the cultural, linguistic, educational and economic diversity of university students and the complex realities of their life-worlds.This has generated systemic inequities for diverse or 'non-traditional' students, and left academics with pedagogic uncertainty. This paper reports on action research that examined curricular and pedagogic practices that made elite academic codes explicit, and utilised students' Funds of Knowledge as assets for disciplinary learning, in an Australian University. The action research confirmed the potential of creating bridges between the cultural practices and literacies of diverse students and the acquisition of disciplinary knowledge, facilitating their negotiation of multiple literacies and the successful participation of all students. Institutional arrangements -governed by economic, cultural and socio-political conditions -that enabled and constrained these potentials were highlighted, suggesting areas for negotiation for the pedagogies' ongoing and wider use.

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Pedagogies for diversity: retaining critical challenge amidst fears of ‘dumbing down’

Cited by 254 publications

References 25 publications

Co-Creating a Blended Learning Curriculum in Transition to Higher Education: A Student Viewpoint

Co-Creating a Blended Learning Curriculum in Transition to Higher Education: A Student Viewpoint

Reflections around the Support for Emerging HE Teachers through a Staff and Educational Development Association Methodology

Curricula and pedagogic potentials when educating diverse students in higher education: students’Funds of Knowledgeas a bridge to disciplinary learning

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