Bringing the Social into Pedagogy: Unsafe Learning in an Uncertain World

Autor/inn/en	Leibowitz, Brenda; Bozalek, Vivienne; Carolissen, Ronelle; Nicholls, Lindsey; Rohleder, Poul; Swartz, Leslie
Titel	Bringing the Social into Pedagogy: Unsafe Learning in an Uncertain World
Quelle	In: Teaching in Higher Education, 15 (2010) 2, S.123-133 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
Schlagwörter	Curriculum Development; Social Class; Learning Processes; Foreign Countries; Social Work; Institutional Cooperation; College Students; Race; Self Concept; Identification (Psychology); Cooperative Learning; Teaching Methods; Program Effectiveness; Experiential Learning; Social Influences; South Africa + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Social classes; Soziale Klasse; Learning process; Lernprozess; Ausland; Soziale Arbeit; Institute; Co-operation; Cooperation; Institut; Kooperation; Collegestudent; Rasse; Abstammung; Selbstkonzept; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Sozialer Einfluss; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The paper describes a collaborative curriculum development project implemented over 3 years at 2 universities in the Western Cape Province of South Africa. The project involved a short module in which students in their fourth year of study interacted and learnt collaboratively across the boundaries of institution, discipline, race and social class, about the concepts of community, self and identity. The pedagogic approach adopted is described, as well as the responses of the students, and a brief reflection on some of the learning outcomes attained. The paper considers the learning processes which the curriculum development team experienced, and suggests that in order to facilitate learning for an "uncertain world", the curriculum designers, too, need to engage in learning processes in which they make themselves vulnerable, mirroring some of the learning processes they expect the students to undergo. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10