Topic: Higher Education Pedagogy Workshops 2024 | Education Futures Teaching and Learning Resources

Topic outline

Building on the collective learnings of the action research process leading to an edited book Enabling pedagogy and action research in Higher Education (forthcoming), TAG Co-leads Sarah Hattam and Tanya Weiler are facilitating face-to-face pedagogy workshops this year that unpack the 5 elements of the UniSA College Critical Enabling Pedagogy.

We have curated a selection of readings and will explore the application of these approaches in your own teaching.

Workshops will run on Wednesday 12pm-2pm at City West campus.

The texts have been set, and will be available prior the workshop below.

The themes will be:

Date	Topic
March 27^th (SP2, week 4)	Dialogic Approaches - register Shor, I. (1992) Chapter four: Critical dialogue versus teacher talk: Classroom discourse and social inequality. Empowering Education: Critical Teaching for Social Change, University of Chicago Press. Teo, P. (2016). Teaching for the21st century: A case for dialogic pedagogy. Learning, Culture andSocial Interaction, 21, 170–178.
May 15^th (Sp2, week 9)	Ethic of Care - register Noddings, N. (2013). ‘Chapter 8, Moral Education.In Caring : A relational approach to ethics and moral education. University of California Press. McGill, B. (2016). A paradigm shift in education: pedagogy, standpoint and ethics of care. International Journal of Pedagogies and Learning, 11(3), 238-247. Zembylas, M. (2017). Practicing an ethic of discomfort as an ethic of care in higher education teaching. Critical Studies in Teaching and Learning, 5(1), 1–17.
July 10^th (mid semester break)	Scaffolding & Challenging Tasks - register Rist, R. C. (2003). Student social class and teacher expectations:The self-fulfilling prophecy in ghetto education. In S. Plaut & N. Sharkey(Eds.), Education policy and practice: Bridging the divide (pp.131-174). Harvard Education Review. Shvarts, A., & Bakker, A. (2019). The early history of thescaffolding metaphor: Bernstein, Luria, Vygotsky, and before. Mind, Culture,and Activity, 26, 23–24.
September 4^th (SP5, week 7)	Cultural Messaging: Belonging - register Hattam, S. (2023). Recognition and Belonging inEnabling Education, in Just Pedagogy, (ed Robert Hattam, RobyneGarrett & Alison Wrench) DOI Publishers (forthcoming). Burkeet al (2016) Capability, Belonging and Equity in Higher Education: Developinginclusive approaches, University of Newcastle
November 6th (SP5, week 14)	Connecting with Life worlds - register Tazewell, S. (2022). Using a funds of knowledge approach to engagediverse cohorts through active and personally relevant learning. In G. Crimmins(Ed.), Strategies for supporting inclusion and diversity in the academy:Higher education, aspiration and inequality (pp. 247–266). Springer. Verdin, D., Smith, J. M., & Lucena, J. C. (2021). Recognizingthe funds of knowledge of first-generation college students in engineering: Aninstrument development. Journal of Engineering Education, 110(3),671–699.

Does social class matter in higher education File

490.7 KB PDF document
Inclusive teaching in HE File

576.8 KB PDF document
Morrison et al Culturally Responsive Pedagogies File

1.3 MB PDF document
Ladson-Billing Culturally Responsive Pedagogy File

1.3 MB PDF document

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