在高等教育背景下,透过学与教的伙伴关系,点燃社会教学法

C. McConnell
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引用次数: 0

摘要

伙伴关系作为高等教育教学实践和共同创造的一种方法,是一种以关系为中心的教育方向。在高等教育(大专)背景下,社会教育学的探索很少,但最近的研究研究了支持学习和教学伙伴关系的指导原则与社会教育学的指导原则之间的相似性。本文介绍了这项实证研究的结果,该研究探讨了在英国大学的学习和教学中参与“学生作为合作伙伴”的复杂性。这项研究发现,合作关系被用作一种方法,使师生关系中根深蒂固的权力关系民主化,使多元化的学生群体成为知识的共同创造者,并促进尊重多样性和社会包容的包容性学习社区。民主、机构和社区这三个关键概念是社会教育学的支柱。通过在高等教育背景下对社会教育学的探索,传统上与社会教育学相关的学科(如社会工作、K-12教育、青年工作和高等教育)之间存在着巨大的知识交流潜力。本文利用社会教育学作为指导理论视角,对学与教的伙伴关系案例进行了独特的定义和概念框架。本文概述了情境分析的新方法,然后讨论了情境分析对高等教育的关键影响:(1)学习和教学伙伴关系是定位的、相互关联的、内在复杂的;(2)“轨迹”提供了一个有用的隐喻,可以概念化个体在伙伴关系过程中的独特旅程;(3)以关系为中心的高等教育实践涉及对情感作用的高度认识。
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Igniting social pedagogy through learning and teaching partnerships in a higher education context
Partnership as an approach to pedagogic practice and co-creation in higher education is an orientation towards relationship-centred education. There is little exploration of social pedagogy in the higher education (post-secondary) context, yet recent research studied the similarities between the guiding principles underpinning learning and teaching partnerships and those of social pedagogy. This article presents the results of this empirical research, which explored the complexities of engaging ‘students as partners’ in learning and teaching in a UK university. This research found that partnership was used as an approach to democratise entrenched power relations in faculty–student relationships, empower a diverse student body to become co-creators of knowledge and foster inclusive learning communities that respect diversity and social inclusion. The three key concepts of democracy, agency and community are pillars of social pedagogy. Through this exploration of social pedagogy within the higher education context, there is significant potential for knowledge exchange between disciplines traditionally allied to social pedagogy, such as social work, K-12 education, youth work and higher education. The article develops a unique definition and conceptual framework for the case of learning and teaching partnerships, utilising social pedagogy as a guiding theoretical lens. An overview of the novel methodological approach of situational analysis is given, followed by a discussion of the key implications for higher education that: (1) learning and teaching partnerships are situated, relational and inherently complex; (2) ‘trajectories’ provide a helpful metaphor to conceptualise individuals’ unique journeys through the process of partnership; and (3) relationship-centred higher education practices involve heightened awareness of the role of emotions.
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