Unhoming Pedagogies: Collaborative Wandering and Wondering with Literature.
This collaborative article reflects on a set of shared practices that were inspired by a Year 3 undergraduate Literary Studies module, which took place in 2018. In co-teaching and learning on this module, the authors found their disciplinary and pedagogic norms unsettled and set adrift (unhomed). Th...
| Publicado en: | English: The Journal of the English Association Vol. 70; no. 269; pp. 127 - 148 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Oxford University Press / USA
Summer2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=152575263&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 152575263 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00138215 AWX jtl: English: The Journal of the English Association issn: 00138215 maglogo: N pubinfo: dt: Summer2021 vid: 70 iid: 269 pid: 622 pub: Oxford University Press / USA artinfo: ui: 152575263 10.1093/english/efaa035 ppf: 127 ppct: 21 formats: tig: atl: Unhoming Pedagogies: Collaborative Wandering and Wondering with Literature. aug: au: Pollard, Natalie Ashfield, Deborah Jelley, Jasmin su: Pedagogical content knowledge Literature studies Teaching methods Universities & colleges British education system United Kingdom sug: subj: United Kingdom Pedagogical content knowledge Literature studies Teaching methods Universities & colleges British education system ab: This collaborative article reflects on a set of shared practices that were inspired by a Year 3 undergraduate Literary Studies module, which took place in 2018. In co-teaching and learning on this module, the authors found their disciplinary and pedagogic norms unsettled and set adrift (unhomed). This article traces how their processes of working together – in and beyond the University classroom – stimulated a critique of the rational individualist principles which had unconsciously steered their learning and teaching practices until this point. The article includes case studies from the experiences of three students who took the module, and a narrative frame that speaks from the perspective of a collaborative 'we' (which includes students and 'teacher'). The article tests out writing practices which reorient the customary Humanist terms in which educational research is conducted, and which disrupt the objective voice in which pedagogical reflection is often narrated. From this vertiginous perspective, the article also considers the authors' particular entanglements with the cultural politics of the contemporary UK Higher Education Institution (HEI), and the role of unhomed Humanities teaching as part of the 21C University. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
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