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Fern Thompsett

session about what BFU could or should be, we heard a cacophony of ideas from attendees of just about all walks of life – professors and people experiencing homelessness, strangers and friends. Suggestions ranged from classes on guitar to local Aboriginal

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Heritage or hate?

A pedagogical guide to the confederate flag in post-race America

Cameron D. Lippard

cause’, rejection of ‘big government’, ‘redneck’ (rural working-class) culture, rebellious White culture, shameful history of slavery, the Ku Klux Klan (KKK) and Jim Crow segregation ( Esposito 2014 ). This symbol has also sparked local and nationwide

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Penny Welch and Susan Wright

pedagogic approach was to start with a small-group activity exploring the symbolism of flags in general, followed by a lecture on the history of Confederate flags, a structured class debate and the collection of student responses to the debate. The issue

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Sarah B. Rodriguez

space for students to safely practice applying the ethical principles they learned in class to real-life scenarios in a space where their decisions do not have real-life implications. In this way, it reflects problem-based learning (PBL) methods. While

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Critical pedagogy and Socially Responsible Investing (SRI)

Questioning our post-secondary institutions’ investment strategies

David P. Thomas

schools’ eREC). Indeed, students have become increasingly active in demanding SRI initiatives at their colleges and universities. A recent case involved a group of students at the University of Chicago who ‘pledged to withhold their senior class gift until

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Unreasonable rage, disobedient dissent

The social construction of student activists and the limits of student engagement

Jessica Gagnon

article by Millhiser (2016) revealed that Trump’s post-election suggestions that people who burn the American flag should face jail time and lose their citizenship were unconstitutional. At the same time, then President-Elect Trump settled multiple class

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Enacting inclusivity in the preparation of emerging scholars

A response to programme reform in higher education

Saran Stewart, Chayla Haynes, and Kristin Deal

, class, and gender’ ( Danowitz and Tuitt 2011: 47 ). Danowitz and Tuitt revealed in their article that the use of personal narratives was one teaching tool that helped students interrogate their own biases and assumptions. These narrative assignments

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Aftermath of the MOOC wars

Can commercial vendors support creative higher education?

Christopher Newfield

claim – that, in Coursera’s words, they ‘provide universal access to the world’s best education’ – best because ‘classes with online learning (whether taught completely online or blended) on average produce stronger student learning outcomes than do

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Penny Welch and Susan Wright

students showed high levels of commitment to the class activities and to the assignments. Their understanding of institutional investment decisions became more sophisticated and their awareness of the complexities of influencing them more extensive. The

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Penny Welch and Susan Wright

professional roles in, for example, advocacy work, management, policy-making and journalism. Sam Pryke discusses the online platform Socrative in the fourth article. Socrative enables tutors to put questions to students in class and for students to respond