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    Can we fix education? living emancipatory pedagogy in Higher Education

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    Authors
    Clack, Jim
    Issue Date
    2019-12-26
    Subjects
    higher education
    
    Metadata
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    Abstract
    This paper discusses a 12-week, 15-credit module taught to second year undergraduates during semester 2 of 2017–18 academic year. The module, entitled ‘Deschooling’, aimed to explore notions of emancipatory and critical pedagogy, control and coercion in the education system. Rather than ‘teach’ these concepts as abstract academic theory, I aimed to provide students with ‘lived’ experiences of them. That is, the aim was to provide a ‘deschooled’, ‘unoppressed’ experience for students by facilitating, so far as possible, democratic decision-making amongst the group. Subsequent reflection on the successes (or otherwise) of the module threw up numerous points. This paper reports on one particular aspect – assessment. As part of the module, students were offered choice over not only how they might be assessed, but also whether or not they should be assessed. This paper then discusses the challenges surrounding critical pedagogy in the HE classroom and considers implications for future practice.
    Citation
    Clack J (2019) 'Can we fix education? Living emancipatory pedagogy in Higher Education', Teaching in Higher Education, (), pp.-.
    Publisher
    Taylor & Francis
    Journal
    Teaching in Higher Education
    URI
    http://hdl.handle.net/10547/624092
    DOI
    10.1080/13562517.2019.1704724
    Additional Links
    https://www.tandfonline.com/doi/abs/10.1080/13562517.2019.1704724
    Type
    Article
    Language
    en
    ISSN
    1356-2517
    EISSN
    1470-1294
    ae974a485f413a2113503eed53cd6c53
    10.1080/13562517.2019.1704724
    Scopus Count
    Collections
    Education

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