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
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
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.
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.
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.
Practising Relating Differently with Dementia in Dialogue Meetings
Silke Hoppe, Laura Vermeulen, Annelieke Driessen, Els Roding, Marije de Groot, and Kristine Krause
From Giving Back to Learning Together Giving back to the field is widely seen as good practice in anthropology. Ever since the crisis of representation and the reflexive turn of the 1980s, anthropologists are expected to explicate how they
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
The Affective Pedagogy of Post-Secular Sufi Healing in Germany
lies between Hanover and Hamburg, a few hundred kilometers from Berlin. Since its initiation in 2002, the summer school makes available the teaching and learning of ‘Universal’ Sufism in Europe, a tradition established by the North Indian Chishti Sufi
Using an ‘international edition’ to teach critical thinking and intercultural understanding
Kristina C. Marcellus
length about the changes in wider Egyptian society that had affected the way that education in their country is done. Students were very aware that models of teaching and learning, such as rote memorisation, that relied upon standardised testing for