1,720,977 research outputs found
Capturing the moment: facilitating learning from the margins. A photographic essay
Full text linkThe author provides a case study of third space innovation, a professional's reflection on practice, focusing on a learning developer's approach to facilitating group learning from the margins. The author defines this as facilitated learning that prioritises the experiences, voices and needs of individuals or groups who are typically underrepresented, underserved or marginalised. It is an approach that shifts focus away from mainstream or dominant perspectives to ensure that diverse viewpoints and experiences are acknowledged and included in the learning process. It signals a new direction for research into the 'facilitation process' in learning development. The author uses photographic essay methodology to explore this as part of a meta-reflective account (Rianne and Huib, 2019). The approach enables the author to punctuate critical moments of group facilitation with visual illustrations to aid analysis and reflection. The themes of interdisciplinary approaches to group work and collaborative experiences in learning development are explored. Collaboration can create opportunities for third space individuals to gain professional and personal empowerment and agency (Abegglen, Burns and Sinfield, 2023).
The author identifies vital character proponents for personal empowerment and agency by modelling compassion as a humanistic endeavour. This shows vulnerability and congruence in facilitating learning within higher education's neoliberal, neo-colonial context. It demonstrates an awareness of the oppressive forces of higher education by exercising understanding of the student experience. It encourages experiential learning as a method to develop innovation in learning development
The (Im)Possibility of Blackness in the Classroom – In Conversation with Karla Cornwall
No full textThe (Im)possibility of Blackness in the Classroom is a multimedia installation by Kevin J. Brazant that marks the curatorial launch of his signature pedagogy, Lounge Akademics™ a platform that archives, amplifies, and disrupts learning from the margins. The work explores Black presence, identity, and resistance as radical acts of cultural authorship. Drawing on his Disrupt the Discourse (DtD) research in co-creation, the installation blends moving visuals, ambient sound, and sonic excerpts to embody “sonic pedagogy.” A live Lounge Akademics™ session with artist Karla Cornwall extends this work as storytelling, archive, and act of radical listening
Flipped Dialogue
No full textChapter in The Inclusive Training Playbook for Higher Education: 100+ Tips on How to Embed Inclusivity into Your Practice introduces the author's facilitative technique of a 'Flipped Dialogue
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Disrupting the discourse: Applying critical race theory as a conceptual framework for reflecting on learning and teaching in higher education
Full text linkThe Higher Education Sector in Britain, United Kingdom (UK) is currently being taken to task regarding issues of structural inequality and unfair outcomes for student learners from non-white backgrounds, also referred to as the degree awarding gap. How do we disrupt the narrative concerning race, and more specifically as part of our learning, teaching and assessment practices? Using Critical Race Theory, a project, ‘Disrupt the Discourse,’ an initiative launched in 2021 is a small scale case study piloting the application of the aforementioned theory as part of learning and teaching in a Higher Education Institution based in London. The project explored issues of curriculum design, and assessment practices in response to the issue of the degree awarding gap. The initiative explicitly explores uncomfortable conversations about race as part of learning and teaching practice and by working with a team of anti-racist scholars, a curriculum framework and digital toolkit to explore the lived experiences of student and staff was created. Feedback from the pilot was encouraging, academics from different curriculum disciplines and cultural backgrounds saw the initiative as instrumental in re considering assessment practices, curriculum content and pedagogy as part of learning and teaching practice
Going beyond remedial learning support: reframing learning development as a catalyst for practice learning. A case study exploring father involvement in social work education
Full text linkThis conference paper presents Learning Development as transcending remedial and deficit notions of academic support. A Learning Developer based at London Metropolitan University, presents a case study that illustrates the values and impact of Learning Development and Praxis.
This research project piloted a Problem Based Learning (PBL) methodology in the curriculum area of Social Work. The project worked in collaboration with social work students, lecturers and university partners between 2019 to 2021. This session may be of particular interest to those working with students in the social professions and work based learning courses.
Key challenges and implications for practice:
Subject specialists seeing the Learning Developer role as one of ‘fixing students’.
Potential of Problem Based Learning as part of accredited Social Work courses.
Integrating Learning Development; embedded vs bolt on quick fixes.
Learning Development as scaffolding reflective writing practice.
The project overcame these issues with a reach that rippled across six north east London Local Authorities as part of a Teaching Partnership. It has also been included as a topical issue for reflection, titled: ‘Promoting Positive Father Involvement’ as part of modules in practice learning. Both students and staff engaged in a workshop programme that scaffolded a dialogue between them, addressing issues of father engagement as part of practice.
Students were able to synthesise themes of theory, policy, legislation and its application to practice. As a result, some students developed substantial case studies at both level 5 and 6, and these even informed their later dissertations and research projects. This demonstrates the social value and wider impact that Learning Development has had on improving outcomes for not only students, but fathers, children and their families
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Making space for academic colleagues to think about race as part of pedagogy
Full text linkKevin Brazant shares tips on how to use digital content creation to deconstruct themes of equality, diversity and inclusion with colleagues and inform their learning and teaching practice
Time Higher Education THE Campus blog (published
Using Creativity to Drive Equity, Inclusion, and Social Justice: A three-year strategy. A guide to working with the London College of Communication's Changemakers to Co-Develop Inclusive Pedagogies
Full text linkThis document has been written based on existing guidance on peer project reviews as part of ‘Student as Partners’ initiatives and projects. The London College of Communication's (LCC) Changemaker role provides advice and guidance in areas of criticality regarding themes of racial and social justice in decolonising education
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