[In Press] Socio-technically just pedagogies : a framework for curriculum-making in higher education

Teresa Swist, Thilakshi Mallawa Arachchi, Jenna Condie, Benjamin Hanckel

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

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.
Original languageEnglish
Number of pages14
JournalLearning, Media and Technology
DOIs
Publication statusPublished - 2024

Fingerprint

Dive into the research topics of '[In Press] Socio-technically just pedagogies : a framework for curriculum-making in higher education'. Together they form a unique fingerprint.

Cite this