ERIC Number: EJ1408229
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1474-0222
EISSN: EISSN-1741-265X
No Time to Read? How Precarity is Shaping Learning and Teaching in the Humanities
Helena Kadmos; Jessica Taylor
Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, v23 n1 p87-105 2024
Humanities educators are frequently frustrated by students' poor engagement in reading. The contemporary student experience is characterised by disruption and precarity. Similarly, is that of teachers who work in casual employment. This discussion is located within broader conversations around the neoliberal university, but aims to make more visible ways that teaching and learning are increasingly shaped by precarity, and consequences for the humanities. It describes what precarity in higher education looks like and considers the kinds of strategies that students and their teachers are positioned to develop by virtue of engaging in education under such conditions, amid chaos, making these meaningful through the learning theory of connectivism. This discussion points to some examples of humanities-based pedagogical innovations that seek to strengthen reading skills, while also acknowledging the changing circumstances of students to point towards avenues for ongoing consideration, reflection, and innovation in the humanities.
Descriptors: Higher Education, Neoliberalism, Humanities, Humanities Instruction, Reading Skills, Learning Theories, Reading
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A