Advocates of active learning in higher education applaud the use of approaches that encourage student involvement in research and inquiry and state that it is the most effective means of enabling a move away from more traditional (and now less
The benefits of student investigation of wrongful convictions in a higher education setting
information ( Rogoff 1990 ; Vygotsky 1978 ). Teacher education students who undertake dialogue-based learning for education-related topics may potentially develop a more profound understanding than students who do not. Dialogue-based peer learning (DBPL
Service learning and other engaged scholarship programmes ideally operate in an academic framework to enhance student understanding of citizenship and community engagement. In reality, given the constraints on institutional budgets, such programmes are likely to be underfunded and academically understaffed. Structured as choices on an institutional menu, programmes are routinely touted as transformative though what they transform may be indeterminate. The ways in which such programmes are presented encourage students to interpret transformation as personal experience, valued to the extent that students can do good in the world by acting as agents of progress, solving problems for people imagined to need their expertise, ideally in exotic settings as unlike students' routine lives as possible, while students develop skills and connections useful in their post-college careers. This construction of engaged scholarship readily lends itself to institutional promotional language but can undermine students' effective action in actual projects.
on Socrative use in higher education that have been published in teaching and learning journals over the last seven years, in itself a reflection of the popularity of the Web-based platform. In doing so, I also make some reference to the psychological
Teaching anthropology through serendipitous cultural exchanges
participating in a series of indirect cultural exchanges. What began as a social project also thus came to structure a rather unusual teaching and learning experiment. Minestrone Stories (in Danish Minestronefortællinger ), as the project was called, gained
Gamelan as a Learning Tool Amongst Children with Learning Impairments in Northern Ireland
This article examines gamelan as a community musical tool in Northern Ireland, United Kingdom. In particular, the article demonstrates how traditional pedagogic practices are changed in order to suit the needs of those who learn gamelan. A gamelan is an orchestra that includes metallophones (large glockenspiel-like instruments), gongs and drums. Originating from Southeast Asia, particularly from the Indonesian islands of Java and Bali, gamelan ensembles have long been used in the teaching of ethnomusicology in academic institutions and for purposes of applied ethnomusicology, as a musical tool, in the wider community. In these contexts, a gamelan instructor acts as a 'mediator' (Naughton 1996: 16) in the transmission of gamelan knowledge; mediating not only between the music and the learners, but also between the role of gamelan in its original sociocultural context and its newly adopted milieu. Drawing upon my experiences as a gamelan instructor, in particular, teaching children with visual and hearing impairments, I demonstrate how traditional teaching techniques are adapted to facilitate the learning of gamelan in the Northern Irish context.
An Experiment in the Use of the Guest Interview, Focus Group Interviews and Learning Journals in the Teaching and Learning of the Anthropology of Modern Dance
Jonathan Skinner and Kirk Simpson
This article assesses the experimental teaching and learning of an anthropology module on 'modern dance'. It reviews the teaching and learning of the modern dances (lecture, observation, embodied practice, guest interview), paying attention to the triangulation of investigation methods (learning journal, examination, self-esteem survey, focus group interview). Our findings suggest that—in keeping with contemporary participatory educational approaches—students prefer guest interviews and 'performances of understanding' for teaching and learning, and that focus groups and learning journals were the preferred research methods for illuminating the students' teaching and learning experience.
Cultural polarisation in social science courses
Jose Leonardo Santos
confusion, then terror, then tears. Something about these issues triggered her. I felt bad. Later, I wondered how emotional responses influence learning. If this student was so shaken by the class topic, could she have truly absorbed lessons about
The Enigma of Non-arrival
Nigel Rapport and Noa Vaisman
How people arrive at their convictions, and how they come to change them, remain immensely difficult questions. This article approaches convictions as manifestations of individuals' embodiment, and as allegories of their lives. As well as a rehearsing of moments of his own embodied learning, the main author engages in an email exchange with the second author, pondering how he might answer her questions about an anthropological methodology which more nearly approaches others' embodied experiences: the convictions represented by informants' words and behaviours. The article ends inconclusively. An individual's knowledge of body and self is part of that body and self, situated amid world-views and life-projects. Alongside the radical otherness of anthropologists' informants is the relative otherness of anthropologists to themselves. Our disciplinary conclusions concerning convictions, own and other, must remain provisional and open.
Penny Welch and Susan Wright
In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences , authors from Denmark, the United States, Taiwan and the United Kingdom analyse serendipity in anthropology teaching, the use of lecture