ERIC Number: EJ1337606
Record Type: Journal
Publication Date: 2022
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-2517
EISSN: N/A
Can We Fix Education? Living Emancipatory Pedagogy in Higher Education
Teaching in Higher Education, v27 n2 p141-154 2022
This paper discusses a 12-week, 15-credit module taught to second year undergraduates during semester 2 of 2017-18 academic year. The module, entitled 'Deschooling', aimed to explore notions of emancipatory and critical pedagogy, control and coercion in the education system. Rather than 'teach' these concepts as abstract academic theory, I aimed to provide students with 'lived' experiences of them. That is, the aim was to provide a 'deschooled', 'unoppressed' experience for students by facilitating, so far as possible, democratic decision-making amongst the group. Subsequent reflection on the successes (or otherwise) of the module threw up numerous points. This paper reports on one particular aspect -- assessment. As part of the module, students were offered choice over not only how they might be assessed, but also whether or not they should be assessed. This paper then discusses the challenges surrounding critical pedagogy in the HE classroom and considers implications for future practice.
Descriptors: Educational Change, Higher Education, Undergraduate Students, Student Evaluation, Social Justice, Critical Thinking, Assignments, Power Structure, Summative Evaluation, Formative Evaluation, Ethics
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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