This special issue of Learning and Teaching explores student engagement in the context of recent rapid reforms in English higher education. The Browne Review ( Browne 2010 ) and the subsequent government White Paper (BIS 2011) led to the
Constructing and practising student engagement in changing institutional cultures
Lisa Garforth and Anselma Gallinat
articles 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
Sarah B. Rodriguez
and undergraduate students conducting research in global health – including knowing the limits of their training and realising they are foremost conducting research as a learning experience – there are also some unique concerns when undergraduates from
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
Kerry D. Feldman and Lisa Henry
When engaged in doctoral research (1972) on urban squatter settlements in the Philippines, Feldman’s approach was guided by the pedagogy of Paulo Freire (2005[orig.1970]), which gratefully steered his behaviour away from the typical ‘Ugly American’ abroad in the world at the time (during the Vietnam War). Feldman became aware of the notions of ‘teacher-student’ and of ‘student-teacher’ primarily through his discussions with two Filipino doctors, Jess and Trini de la Paz (a husband and wife team), who organised a health education and training programme for volunteer participants from 12 squatter settlements in Davao City on the southern island of Mindanao. They invited him to serve as a social science consultant for their project. They explained that their approach to health education and training was grounded in, and would always adhere to, Freire’s insistence that oppressed people should be viewed as teachers for anyone engaging in their instruction or assistance, requiring that their teachers also become their students in understanding or assisting their lives.
Practising Relating Differently with Dementia in Dialogue Meetings
Silke Hoppe, Laura Vermeulen, Annelieke Driessen, Els Roding, Marije de Groot, and Kristine Krause
In this article, we describe experiences with dialogue evenings within a research collaboration on long-term care and dementia in the Netherlands. What started as a conventional process of ‘reporting back’ to interlocutors transformed over the course of two years into learning and knowing together. We argue that learning took place in three different articulations. First, participants learnt to expand their notion of knowledge. Second, they learnt to relate differently to each other and, therewith, to dementia. And third, participants learnt how to generate knowledge with each other. We further argue that these processes did not happen continuously, but in moments. We suggest that a framework of collaborative moments can be helpful for research projects that are not set up collaboratively from the start. Furthermore, we point to the work required to facilitate these moments.
A Satisfying Engagement with Action Research in Japan
This article presents an action research project, which I have been managing since 2001 in Tokyo, Japan. It is based on a non-profit organization (NPO), a group that promotes community-oriented lifelong learning, which was established under the 1998 NPO Law. Action research is a social research strategy, carried out by a team that includes a professional researcher and members of a community who are jointly seeking to improve their situation. This paper shows primarily how I have engaged with people at my field site, an NPO called SLG (pseudonym), and how we have produced knowledge to make changes to improve the quality of social life for more than ten years. I provide a narrative concerning recent developments at SLG in order to demonstrate how an action research project like this continually unfolds.
Penny Welch and Susan Wright
Welcome to this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences.
Penny Welch and Susan Wright
Welcome to the first issue of the third volume of Learning and Teaching: The International Journal of Higher Education in the Social Sciences.
Jeffrey L. Bernstein
What are we in higher education to make of the recent calls for citizenship education to play a larger role in the academy? As Matt Hartley’s paper in this issue of Learning and Teaching suggests, colleges and universities in the United States have been paying increased attention to educating for citizenship in recent decades; Bob Simpson’s concluding commentary makes similar arguments about increased expectations for citizenship education in Europe. As our institutions of higher learning confront economic pressures, increased competition (including from for-profit entities) and calls for accountability through meaningful assessments of student learning, they will also face increased pressure to graduate not just educated individuals, but also individuals who are connected, as citizens, to the local, national and transnational world in which they live.