Supporting and Facilitating Pedagogical Creativity With Gamification

2022 ◽  
pp. 23-39
Author(s):  
Catherine Hayes
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Transformative Learning ◽  
Theoretical Basis ◽  
Freedom Of Expression ◽  
Personal Beliefs ◽  
Progressive Change ◽  
Critical Commentary ◽  
The World ◽  
Insight Into

Pedagogical creativity is an opportunity to innovate, create agency, and raise awareness of critical commentary on issues which are often regarded as being central to the concepts of social justice and identity within the context of transformative learning. This chapter provides an insight into the theoretical basis of gamification and its usefulness in explicating the meaning that others ascribe to their individual experiences of the world and how they interpret them. Higher education remains a central forum and situationally responsive focus to highlight those issues which remain topical, yet often unaddressed. This affords a lens of intellectual, rationale articulation of what matters – lives lived in a world still tainted with injustice and the lack of society's impetus and appetite for progressive change. Gamification is posited as a means of facilitating freedom of expression for individuals and collective communities, for whom voicing personal beliefs and standpoints has been a barrier for rationale debate on issues of oppression and the advocacy of agency in practice.

Framing the Role of Culture Reflecting on How Culture Affects Learners in Transformative Learning Settings

2019 ◽  
pp. 30-44
Author(s):  
Priscilla Bamba
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Adult Learners ◽  
Learning Environment ◽  
Transformative Learning ◽  
Cell Phone ◽  
Academic World ◽  
The World ◽  
Time And Energy

From the simplest cell phone to virtual reality headsets, students today are bombarded by technology, so this is bound to affect their expectations in the learning environment and the way they relate to cognitive challenges. Today's culture is an immersion of advanced methods of communicating with each other and with their instructors. Adult learners who return to the world of higher education after having been away for some time have often felt the need to strive harder to show they fit into that world. With a broader worldview, more responsibilities, and often more wisdom gained from having held jobs, sometimes for years, they also bring a richer way of relating to the academic world. At the same, time, though, sometimes responsibilities, including full family lives, limit their time and energy they are capable of devoting to studying and completing assignments.

Illuminating Transformative Learning/Assessment: Infusing Creativity, Reciprocity, and Care Into Higher Education

2021 ◽  
pp. 154134462110451
Author(s):  
Michelle Searle ◽  
Claire Ahn ◽  
Lynn Fels ◽  
Katrina Carbone
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Narrative Inquiry ◽  
Learning Assessment ◽  
Process Of Change ◽  
Self Reflection ◽  
Jack Mezirow ◽  
The World ◽  
Holistic Assessment ◽  
The Individual

In this article, the authors speak to the paradox of assessing transformative learning (TL) in higher education. TL theory, developed by Jack Mezirow, is a theory of learning to describe the process of change in how individuals view the world based on previous experiences. Recognizing that the 10 phases of Mezirow’s TL theory are fluid and intertwined, three prominent aspects resonated within the individual narratives: the importance of a disorienting dilemma, the qualities of self-reflection, and liberatory actions. By exploring the complexities, challenges, and possibilities encountered in their classrooms, the shared narratives reveal how students were engaged in TL and embedded within are holistic assessment processes the authors enacted with learners. Throughout this dialogical narrative inquiry focused on assessment, the authors underwent their own TL in the presence of each other, confessing uncertainties and vulnerabilities, thus showcasing the potential to transform understanding with and through reciprocal learning.

Considering Response Communities: Spaces of Appearance in Narrative Inquiry

2020 ◽  
pp. 107780042094810
Author(s):  
Vera Caine ◽  
Jean Clandinin ◽  
Sean Lessard
Keyword(s):  
Narrative Inquiry ◽  
Theoretical Basis ◽  
Public Spaces ◽  
The World ◽  
Insight Into

We focus on the place of response communities in narrative inquiry. While we have always engaged in response communities, the theoretical basis for their importance is not well developed. Experiences in response communities allow us to be, and live, in the world in ways marked by courage and vulnerability. Response communities are created to help us further our field texts and interim and final research texts and to provide insight into our present and future stories. Response communities help us understand ourselves, within what Arendt calls public spaces. Arendt helps us conceptualize response communities as spaces of appearance.

scholarly journals Book review: Save the world on your own time

2016 ◽  
Vol 1 (1) ◽  
pp. 2-6
Author(s):  
Karen Campbell
Keyword(s):  
Higher Education ◽  
Additional Insight ◽  
Stanley Fish ◽  
The World ◽  
Insight Into

The author presents a contemplative review of Save the World on Your Own Time by Stanley Fish (2008). A methodical review of the book, by chapter, offers the reader insight into the controversial and Fish’s thought-provoking views as he addresses the purpose of higher education and the job of the faculty. The author confronts Fish with reason and passion while offering additional insight to the presented challenges and issues in higher education which are subjectively displayed throughout the book. The seven chapters are summarized by highlighting key arguments discussed in the context of the book.

scholarly journals Activism and the Academy in Ireland: A Bridge for Social Justice

2015 ◽  
Vol 9 (1) ◽  
pp. 54-69
Author(s):  
Micheal O'Flynn ◽  
Aggelos Panayiotopoulos
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Working Class ◽  
Social Transformation ◽  
Working Relationships ◽  
Reading Groups ◽  
Political Force ◽  
Separate Spheres ◽  
The World ◽  
Collective Strategy

This article is concerned with the working relationships between progressive academics, students, left activists, and trade unionists in Ireland, and with the apparent division between theory-led and action-led perspectives. We reflect on our efforts to draw progressive forces in Ireland together through a number of initiatives: reading groups, conferences, educational seminars, workshops, the publication of a quarterly paper, and the organization of precarious workers in higher education. We argue that although activism and academia are sometimes treated as separate spheres, there are spaces for academia in activism and for activism in academia. Finding and filling those spaces means resisting efforts to limit academia to interpreting the world, and finding ways to demonstrate the emancipatory potential of education among activists whose time is taken up with struggling against immediate structural inequalities and attempting to mobilize people into a political force. We argue that scholar-activists should play an important role helping to assemble the collective resources of the working class, as well as organising for longer-term social transformation. We call on scholar-activists to collaborate in constructing a counter-hegemonic narrative and developing a collective strategy for social justice.

scholarly journals Learning to Be: Emerging Discourse in Awakening Transformation in Education

in education ◽  
2015 ◽  
Vol 21 (1) ◽  
pp. 99-114
Author(s):  
Vanessa V. Tse ◽  
David F. Monk
Keyword(s):  
Social Justice ◽  
Transformative Learning ◽  
Learning Theory ◽  
Critical Discourse ◽  
Habits Of Mind ◽  
Transformative Learning Theory ◽  
The World ◽  
Personal Accountability ◽  
The One

This paper explores the disconnection between knowledge of social and environmental injustices and actions to right them. Through our discussion, we consider possible reasons for this disconnection, whether a lack of knowledge, personal accountability and responsibility, or a fear of being swallowed up in the depths of the suffering in the world. We then critically reflect on our role and the role of education to broach this gap. We adopt O’Sullivan’s (2002) transformative learning theory as a guide and suggest that disruptive dialogues, like the one that has guided this paper, can challenge habits of mind, shift perspectives, and lead to action for a better, more equitable world. Ultimately, we conclude that such conversations are organic and ever changing and are integral to education.Keywords: Social justice; critical discourse; transformation 

Creative tensions in progressive higher education

2019 ◽  
Vol 26 (1) ◽  
pp. 149-173
Author(s):  
Alan Mandell ◽  
Katherine Jelly
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Institutions Of Higher Education ◽  
Competing Values ◽  
Progressive Change

In a rapidly changing context, US institutions of higher education are struggling amidst myriad pressures related, for example, to funding, accountability, standardisation and technology. In particular, pressures on ‘progressive’ or non-traditional colleges are immense. These schools, which have historically emphasised individualised, student-centred pedagogy, access and diversity, experimentation and a commitment to social justice, are in danger of losing their distinctive vision as the challenges they face have undermined their practices and thrown into question their identity, if not their survival. This essay argues, first, that if progressive institutions are to sustain their distinctive approach, they must not succumb to demands that drive them towards the conventional, but rather must use these challenges to renew their practice; second, that they must examine creative tensions, the perennial questions that reflect a generative interplay between competing values; and, third, that they must remain mindful of the principles undergirding their progressive vision. Mining these tensions as opportunities for grappling with the pressures at hand, the essay provides examples of possibilities for progressive change. Instead of slipping into the conventional or succumbing to despair, the essay shows that we can respond creatively to the challenges all higher education and especially progressive institutions face today.

Evoking Transformation

2021 ◽  
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Social Justice ◽  
Reference Point ◽  
Significant Contribution ◽  
Institutional Culture ◽  
Hard Science ◽  
Insight Into

This book is a significant contribution to higher education globally in doing transformation and doing change in institutional culture. It is a powerful reference point and resource for transformation offices/social justice units in South Africa and globally as we continue to engage with the hard science of change. The book provides insight into the specific choices made by Stellenbosch University in relation to its location and healing institutionally harmed communities.

Multicultural Education

2020 ◽  
pp. 160-180
Author(s):  
Cyd Nzyoka Yongo
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Multicultural Education ◽  
World Market ◽  
Future Research ◽  
Diverse Populations ◽  
Cultural Issues ◽  
The World ◽  
Over Time

Over the last five decades, multicultural education (MCE) has evolved from a national to a global phenomenon. Discussions within this chapter aim at showcasing how utilization of MCE curriculum and strategies by relevant parties such as academicians have improved socio-cultural issues, perspectives, and trends in diversity and social justice in higher education. Moreover, MCE over time has been curated to support and transform diverse populations, whose lives for varying reasons found themselves either displaced, disenfranchised, discriminated, or dehumanized. The chapter explores the various literary perspectives to get an in-depth understanding of MCE fundamentals while acknowledging that even with its benefits, critics exist, leading to discussions on the challenges and problems of MCE as well as providing solutions and recommendations. Insights on MCE trends and future research are presented with the overall conclusion that MCE is designed to transform students of all backgrounds to be equal players in the world market.

Global justice or other people's problems? Computer gaming and critical reflection in an international classroom

2009 ◽  
Author(s):  
Elaine Unterhalter
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Doctoral Students ◽  
Global Justice ◽  
Computer Game ◽  
Computer Gaming ◽  
Vice Chancellors ◽  
Open Question ◽  
Contemporary Education ◽  
Insight Into

Global social justice is often portrayed as a project of either developing appropriate dispositions or of amending the rules that govern global interaction. Despite policy pronouncements by many university vice chancellors on the significance of higher education in contributing to learning about global social justice, there is very little documentation of how university students engage with these aspirations. The paper describes and critically analyses doctoral students' responses to a computer game designed to develop insight into contemporary education and global social justice. Drawing on reflections from teaching the course and student assignments over three years, the paper considers some of the strengths and weaknesses of computer gaming as a learning resource for global justice issues in higher education. It highlights how the format of a game both sets specific boundaries to learning in higher education institutions and also limits the parameters regarding how the conditions of others are apprehended. The extent to which reflecting on computer gaming opens up space for more participatory debates concerning justice remains an open question.

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