Pedagogical Practice as 'Feeling-Thinking' Praxis in Higher Education: A Case Study in Colombia

Autor/inn/en	Santos, Doris; Soler, Sandra
Titel	Pedagogical Practice as 'Feeling-Thinking' Praxis in Higher Education: A Case Study in Colombia
Quelle	In: Teaching in Higher Education, 28 (2023) 6, S.1349-1363 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Santos, Doris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2021.1885021
Schlagwörter	Neoliberalism; Case Studies; Trend Analysis; Teaching Methods; Educational Trends; College Faculty; Foreign Countries; Political Attitudes; Ethics; Dialogs (Language); Psychological Patterns; Educational Change; Teacher Attitudes; Teacher Burnout; Colombia + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Case study; Fallstudie; Case Study; Trendanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsentwicklung; Fakultät; Ausland; Political attitude; Politische Einstellung; Ethik; Dialog; Dialogs; Dialogue; Dialogues; Bildungsreform; Lehrerverhalten; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Kolumbien
Abstract	Some critical perspectives about neoliberal trends in higher education have resulted in exploring different types of collaborations aimed at creating spaces for academics to promote pedagogical practice as praxis. Drawing upon a case study informed by a Latin American intellectual tradition of dialogue as praxis and praxis as political action, as well as by practice theory, it is argued that it is difficult to understand and address what enables and constrains pedagogical practices as praxis if academics fail to put themselves at the centre of a feeling-based reflection process. From this perspective, this study revealed two enablers and four constraints of five pedagogical practices as 'feeling-thinking' praxis, which emerged from dialogue as praxis in a group of eight academics from four Colombian universities. Feelings of exhaustion, sadness, disappointment, indignation, annoyance, gratitude, anxiety, confusion, and relief were key so that their ethical-political actions could contribute to rehumanise higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01