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dc.contributor.authorClack, Jim
dc.date.accessioned2020-06-25T09:15:43Z
dc.date.available2020-06-25T09:15:43Z
dc.date.issued2019-12-26
dc.identifier.citationClack J (2019) 'Can we fix education? Living emancipatory pedagogy in Higher Education', Teaching in Higher Education, (), pp.-.en_US
dc.identifier.issn1356-2517
dc.identifier.doi10.1080/13562517.2019.1704724
dc.identifier.urihttp://hdl.handle.net/10547/624092
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.relation.urlhttps://www.tandfonline.com/doi/abs/10.1080/13562517.2019.1704724en_US
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF
dc.subjecthigher educationen_US
dc.titleCan we fix education? living emancipatory pedagogy in Higher Educationen_US
dc.typeArticleen_US
dc.identifier.eissn1470-1294
dc.identifier.journalTeaching in Higher Educationen_US
dc.date.updated2020-06-25T09:14:26Z
dc.description.noteover 3m from publication


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