TY - JOUR
T1 - [In Press] Socio-technically just pedagogies : a framework for curriculum-making in higher education
AU - Swist, Teresa
AU - Mallawa Arachchi, Thilakshi
AU - Condie, Jenna
AU - Hanckel, Benjamin
PY - 2024
Y1 - 2024
N2 - The COVID-19 pandemic sparked an unprecedented expansion of educational technologies and digitisation of the university sector, and also amplified existing inequalities and crises. In this paper, we introduce the ‘socio-technically just pedagogies framework’ to systemically explore curriculum-making, student-staff partnerships, knowledge production, and networked capabilities in higher education. This conceptual innovation seeks to (re)articulate pedagogy across four aspects: (i) a commitment to curriculum-making as a form of everyday activism; (ii) a nurturing of student-staff coalitions to expand student-staff partnerships; (iii) development of generative spaces for transdisciplinary co-creation; and (iv) the deliberation of networked capabilities. This framework emerged from a partnership with students at an Australian university that sought to experiment with pedagogical practices and possibilities. Our coalition then responded to the framework to illicit collective insights about the curriculum-making phenomenon. The framework seeks to articulate curriculum-making initiatives that collectively enact socio-technically just pedagogies.
AB - The COVID-19 pandemic sparked an unprecedented expansion of educational technologies and digitisation of the university sector, and also amplified existing inequalities and crises. In this paper, we introduce the ‘socio-technically just pedagogies framework’ to systemically explore curriculum-making, student-staff partnerships, knowledge production, and networked capabilities in higher education. This conceptual innovation seeks to (re)articulate pedagogy across four aspects: (i) a commitment to curriculum-making as a form of everyday activism; (ii) a nurturing of student-staff coalitions to expand student-staff partnerships; (iii) development of generative spaces for transdisciplinary co-creation; and (iv) the deliberation of networked capabilities. This framework emerged from a partnership with students at an Australian university that sought to experiment with pedagogical practices and possibilities. Our coalition then responded to the framework to illicit collective insights about the curriculum-making phenomenon. The framework seeks to articulate curriculum-making initiatives that collectively enact socio-technically just pedagogies.
UR - https://hdl.handle.net/1959.7/uws:73371
U2 - 10.1080/17439884.2023.2237884
DO - 10.1080/17439884.2023.2237884
M3 - Article
SN - 1743-9884
JO - Learning, Media and Technology
JF - Learning, Media and Technology
ER -