Resources for learning and teaching critical reflection

This chapter focuses on aspects that contribute to successful online learning in the Skills for Tertiary Education Preparatory Studies (STEPS) bridging program at CQUniversity in Australia. The program, which aims to instill the aptitudes, values and attitudes for effective university study in interrupted adult learners, has been running for 22 years and has had an online component for off campus students since 2006. Among the challenges involved in developing the online program have been promoting the value of critical reflection, recognizing the importance of learning as process to complement a focus on learning as product, and configuring an effective constructive alignment between factors shaping the learning and teaching process. The role of teachers’ reflective practices and students’ use of an online discussion forum in meeting these challenges is explored.

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Education

The Normative Nature of Social Practices and Ethics in Professional Environments - Advances in Religious and Cultural Studies ◽

10.4018/978-1-5225-8006-5.ch009 ◽

2019 ◽

pp. 185-202

Author(s):

Roel Kuiper

Keyword(s):

Professional Practice ◽

Critical Reflection ◽

Christian Tradition ◽

Human Flourishing ◽

Learning And Teaching ◽

Practice Approach ◽

Normative Practice ◽

The Right ◽

Practice Education

Present discontents and concerns about schooling and learning call for critical reflection about education as a practice. Education is not to be degraded to instrumentalism. The profession is about the formation of pupils in a process of interaction to bring them to “human flourishing.” Learning implies mastery and self-responsibility, guided by the “right desire” to do what is ultimately good. This “right desire” in the Aristotelian and Christian tradition precedes the work of any professional or practitioner. The normative practice approach serves as a valuable help for the reflection that is needed. It presents a given set of norms that are appropriate to understand a professional practice. Reflection on the “right desire” in schooling, learning, and teaching helps to redirect education in our time of discontent.

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Deconstructing neoliberalism through critical reflection, participatory and emancipatory action research in second language learning and teaching

Multicultural Learning and Teaching ◽

10.1515/mlt-2020-0004 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Eser Ordem

Keyword(s):

Second Language ◽

Action Research ◽

Language Learning ◽

Research Methodology ◽

Second Language Learning ◽

Critical Reflection ◽

Social Research ◽

Political Issues ◽

Learning And Teaching ◽

Critical Social

Abstract This study aims to motivate researchers, teachers and learners to utilize critical social research methodology in the field of second language learning and teaching in which neoliberalism and neocolonialism have been profoundly embedded and overwhelmingly dominant. Therefore, critical reflection (CR), participatory action (PAR) and emancipatory action research (EAR) have been contextualized in the setting of English as a new language (ENL) in Turkey. It has been emphasized that socio-political issues that are excluded from ENL curriculum and settings can be included through critical social research that aims to oppose, deconstruct and reverse the widely accepted neoliberal policies. The firmly established hegemony, ideology and economic structure of neoliberalism in ENL can be resisted by changing the method of research methodology into a more transformative, revolutionary, radical and emancipatory mode of research. An example of how this kind of participatory and emancipatory action research could be carried out in Turkey was presented and suggested. In addition, the importance of linguistic human rights as a social and linguistic change has been emphasized.

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Being-in-context through live projects: including situated knowledge in community engagement projects

Critical Studies in Teaching and Learning ◽

10.14426/cristal.v9isi.337 ◽

2021 ◽

Vol 9 (SI) ◽

Author(s):

Clint Abrahams ◽

◽

Hermie Delport ◽

James Brown ◽

Anna Weber ◽

...

Keyword(s):

Community Engagement ◽

Critical Reflection ◽

Education Institution ◽

Social Contexts ◽

Situated Knowledge ◽

Community Members ◽

Pedagogical Tool ◽

Learning And Teaching ◽

African Context ◽

Meaningful Connections

This paper explores the ‘live project’ as a pedagogical tool in architectural education in South Africa: one that allows educators and students, through pedagogies-in-context, to access and develop deeply situated knowledge(s) in the context of community engagement. We propose the concept of pedagogies-in-context as pedagogies in multiple overlapping contexts: the physical and social contexts of the higher-education institution, the intellectual, pedagogical, and political contexts of the curriculum, and the socio-economic contexts of educators, students, and communities. A live project allows for multiple ways of being-in-context – as students, educators, researchers, and community members. The paper employs an exploration of and critical reflection on one particular live project. Based on the critical reflection, we propose that in the South African context, live projects can be understood as enterprises to reconstitute situated knowledge(s), thereby empowering students and educators to rewrite their own experiences of learning and teaching by making meaningful connections with communities.

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