Welcome to the pedagogic borderlands

Hill, Jennifer ORCID: 0000-0002-0682-783X and West, Harry (2016) Welcome to the pedagogic borderlands. In: UWE Teaching & Learning Conference, 21 June 2016, Bristol. (Unpublished)

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Abstract

This paper will invite you to let go of the familiar and to consider how learning spaces in higher education might be used creatively for pedagogic practice as ‘borderlands’. The borderland concept allows a re-conceptualisation of pedagogic spaces, identities and practices for staff and students. These spaces are novel, challenging and messy, but they can also be permissive and transformatory. Based on personal research of the presenters and using the example of Peer Assisted Learning, We will show that in borderland spaces students gain confidence in accepting agency in learning, moving towards critical thinking and reflective judgement. They acquire new knowledge, skills and facets to their identity, becoming mindful of their values and those of others. As such, there is a responsibility for staff to support inclusivity in borderland spaces and for institutions to evolve forward-looking policies and strategies that encourage and sustain engagement in these spaces of becoming.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: Pedagogic borderlands
Related URLs:
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Professional Services > Academic Development Unit
Research Priority Areas: Environmental Dynamics & Governance
Depositing User: Marta Kemp
Date Deposited: 29 Jan 2020 16:38
Last Modified: 29 Jan 2020 16:45
URI: http://eprints.glos.ac.uk/id/eprint/8005

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