Please share if of interest – a call for contributions to the next book in the Routledge series ‘A Focus on Pedagogy’, taken from the upcoming conference, Transformative Teaching.
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TRANSFORMATIVE TEACHING - A FOCUS ON PEDAGOGY 2022
This book will be drawn from submissions at the conference below.
https://amps-research.com/conference/teaching/
It’s the next in the Focus on Pedagogy series. Previous and upcoming publications include:
- Experiential Learning: Design-build and Live Projects in Design Education (eds.) Burak Pak and Aurelie De Smet. Routledge. 2022 (upcoming)
- Catalysts and Tensions: The Relationship Between Space and Language. (ed) Kasia Nawratek. Routledge. 2022
- Emerging Practices in Design Pedagogy: Accommodating an Uncertain Future. (eds) Laura Sanderson and Sally Stone. Routledge. 2021
- Progressive Studio Pedagogy. (ed) Charlie Smith. Routledge. 2020
- Fluid Space and Transformational Learning. Kyriaki Tsoukala. Routledge. 2017
Next book from:
TRANSFORMATIVE TEACHING
Dates: 15-17 November 2022
Place: Virtual
Abstracts: 30 June 2022 (Round 1)
Nb. 05 October 2022 (Round 2 - abstracts)
https://amps-research.com/conference/teaching/
Routledge | Florida State University, USA | University of Dundee, UK | Zayed University, UAE
CALL:
The past two years have forced educators globally to concentrate on the reconfiguration of our delivery and structures. As a result, we have often been obliged to look at academia in primarily practical ways. However, the higher education sector has never been exclusively concerned with the practicalities of delivery and has never existed in isolation. It brings in students from general education. It prepares them for a world of work and practice. In the process, it seeks to ‘transform’ them – opening students to the myriad of possibilities education is expected to bring.
Considered within this context, there a multitude of issues we need to consider. How do we support entry level students? How do we develop disciplinary knowledge and expertise without operating in silos? How do we foster the critical self-reflection needed for lifelong learning? In a technologically fluid world, how do we keep up with changing media and practice? How do educators stay ‘connected’ with evolving student modes of learning and cultural expectations?
All this is connected to the ‘world outside’. The professionals we ‘produce’ will not only work with industry but will engage with communities. In the best of cases, transform them. How then, do we support the engagement and understanding of our students with the social issues and players they will engage with once they leave? In short, how are we contributing to the transformative experience of education?
The premise of this conference and its publications is that this is a useful moment for reflection. We are beginning to move beyond the pandemic and its focus on delivery. As such, we need to highlight once again a multifaceted consideration of what we do within the academy; how we teach; how students learn; and how we engage beyond its walls. In exploring these ideas, this conference welcomes papers focused on a range of related issues: skills building, creative exploration, personal development, critical thinking, external engagement, post education employment, and more.
More details:
https://amps-research.com/conference/teaching/
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