This interdisciplinary paper is about applying Adult Education methods of learning and teaching to higher education. I argue that higher education students need to be stimulated via interactive methods that improve their motivation and lead them to question the value system/s that exist around them. A Freirean approach as used in the teaching of Adult Literacy and English for Speakers of Other Languages (ESOL) was applied to a group of 'elite' students at the University of Birmingham who were taking a language foundation course. As a sociolinguist and ESOL practitioner from a black perspective, I argue that the understanding of concepts of language and racism, imperialism and social class can best be facilitated using such an approach. Taking groups of students through this learning journey is challenging for higher education practitioners and the results add a relatively new dimension to the collective reflection on learning and teaching in higher education today.
Developing a Museum-based Anthropology Education Resource forPre-university Students
Paul Basu and Simon Coleman
In its 2002-3 Strategic Review, the Royal Anthropological Institute reasserted the importance of the public communication of anthropology for the future of the discipline. Two significant venues for public engagement activity were identified: museums and pre-university education contexts. We present an account of the development and piloting of an anthropology teaching and learning resource that bridges these two arenas. Complementing efforts to introduce an anthropology A-Level, the Culture, Identity, Difference resource uses museum collections as a way of introducing anthropological perspectives on topics such as belief, ethnicity, gender and power to enhance students' studies across a range of different A-Level subjects. We reflect on some of the lessons learnt during the process, including the value of developing resources that can be used flexibly and creatively by teachers and students, and the need to approach the museum as a space of encounter, exploration and experimentation rather than as a didactic educational venue.
We hear ever more about the internationalisation of higher education. As U.K. universities become increasingly exposed to the vagaries of international student demand, administrators are scrambling to develop ‘internationalisation’ strategies, whilst academics are being encouraged to incorporate ‘international perspectives’ into their curricula. Even the U.K.’s Centre for Learning and Teaching Sociology, Anthropology and Politics (C-SAP) has a strategic aim to promote ‘best practice in the internationalisation of the student learning experience’. It sounds impressive, but what does it mean in practice? Internationalisation has become a buzzword that everyone can use without having to agree on what they mean. The word’s descriptive malleability is its analytical downfall.
Penny Welch and Susan Wright
Welcome to this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. Important social aspects of contemporary higher education are addressed in this issue by authors from a number of countries and social science disciplines. These range from learning and teaching concepts of capitalism and alienation, to the impacts of computerised university administration, the systematic ways certain categories of students fall through cracks in the academic pipeline, and how to reintroduce social activism into a ‘professionalised’ curriculum and teach social justice through international study visits.
Rowena Murray, Sheila Trahar, and Nicholas Walliman
Eileen Carnell, Jacqui MacDonald, Bet McCallum and Mary Scott, M (2008) Passion and Politics: Academics Reflect on Writing for Publication
Review by Rowena Murray
Thushari Welikala and Chris Watkins (2008) Improving Intercultural Learning Experiences in Higher Education: Responding to Cultural Scripts for Learning
Review by Sheila Trahar
Karen Smith, Malcolm Todd and Julia Waldman (2009) Doing Your Undergraduate Social Science Dissertation
Review by Nicholas Walliman
Alan Harding, Alan Scott, Stephan Laske & Christian Burtscher (eds) (2007) Bright Satanic Mills: Universities, Regional Development and the Knowledge Economy
Review by Paul Benneworth
Christophe Charle & Charles Soulié (eds) (2007) Les ravages de la ‘modernisation’ universitaire en Europe
Review by Annika Rabo
Paul Ramsden (1998) Learning to Lead in Higher Education
Review by Melissa Shaw
Penny Welch and Susan Wright
Welcome to this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. Our thanks go to the authors of articles, the essay and the reviews, the anonymous referees who read the articles and the essay, the publishers who provided review copies of the books, our own publisher Berghahn and the Editorial Board.
Mark Sandle, Gary Taylor, and Penny Welch
Geoff Timmins, Keith Vernon and Christine Kinealy (2005) Teaching and Learning History Review by Mark Sandle
Lorraine McIlrath and Iain Mac Labhrainn (eds) (2007) Higher Education and Civic Engagement: International Perspectives Review by Gary Taylor
Joanna Bull and Colleen McKenna (2004) Blueprint for Computer-Assisted Assessment Review by Penny Welch
Peter Redman (2006) Good Essay Writing Review by Penny Welch
Penny Welch and Wright Susan
Welcome to the third issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. This issue completes the 2008 volume. Our thanks go to the authors of articles and reviews, the anonymous referees who read the articles, the publishers who provided review copies of the books, our own publisher, Berghahn, and the editorial board.
Penny Welch and Susan Wright
Welcome to the first issue of the second volume of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. Our thanks go to the authors of articles and reviews, the anonymous referees who read the articles, the publishers who provided review copies of the books, our own publisher Berghahn and the Editorial Board.