Research

Critical pedagogy’s focus on identifying and challenging the structural conditions that shape education and learning often requires teachers to incorporate multiple approaches, techniques or activities into our teaching practice. Yet the ways we reflect on, share, and write publications about our teaching tend to focus on only one activity or approach at a time, while the time and resource constraints of neoliberal higher education make it difficult to do as much as we might like.

 

In this talk, Zoë will offer some reflections on the advantages and challenges of using several different pedagogical tools – including collaborative course design, ungrading, and creative assessment – in concert with each other. Is it a case of taking an holistic approach to teaching, or too many cooks spoiling the broth?