scholarly journals The Contested Terrain of Critical Pedagogy and Teaching Informal Education in Higher Education

2021 ◽  
Vol 11 (9) ◽  
pp. 476
Author(s):  
Alan Smith ◽  
Mike Seal
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Informal Education ◽  
Higher Education Institutions ◽  
Informal Educators ◽  
Contested Terrain ◽  
Do So

This review explores how critical pedagogy, often cited by educators of informal educators as a key influence, actually informs teaching of informal educators in higher education and assesses its potential to do so. It explores the background to critical pedagogy, its principles, aims and approaches and examines its worldwide influence on the teaching of informal educators. The authors argue that critical pedagogy is crucial for the teaching of informal educators, enabling lecturer and practitioners to interrupt the hegemony of neo-liberal and neo-managerial thinking in their practice and in higher education, and re-orientate themselves and examine their positionality within their institutions. It will focus on practical examples of enabling critical pedagogy in the teaching of informal education in higher education institutions.

scholarly journals Educating Informal Educators on Issues of Race and Inequality: Raising Critical Consciousness, Identifying Challenges, and Implementing Change in a Youth and Community Work Programme

2021 ◽  
Vol 11 (8) ◽  
pp. 410
Author(s):  
Jess Achilleos ◽  
Hayley Douglas ◽  
Yasmin Washbrook
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Critical Pedagogy ◽  
Informal Education ◽  
Critical Consciousness ◽  
Community Work ◽  
Implementing Change ◽  
The United Kingdom ◽  
Informal Educators ◽  
Work Programme

The debate regarding institutional racism and White privilege within higher education (HE) remains prevalent, and higher education institutions (HEIs) are not exempt from the racial equality debate. Youth and Community Work is underpinned by anti-oppressive practice, highlighting a need to educate informal educators on the structural underpinnings of Race and inequlaity, so that they can be challenged in practice to bring about social change. For Youth and Community Workers, this is primarily done through informal education and critical pedagogy. The research aimed to unearth race inequality within the Youth and Community Work programme at Wrexham Glyndŵr University (WGU). Critical reflection methodology was used to deconstruct departmental processes of recruitment, learning and assessment, student voice, and support. Research data was analysed using thematic analysis, determining three themes: critical consciousness, challenge, and change. These are discussed within the framework of Critical Race Theory and critical pedagogy. The research concludes that oppression, and therefore inequality, occurs in the Youth and Community Work programme. Further reading of issues reported in HEIs across the United Kingdom shows that more analysis and deconstruction is needed through CRT. Educating informal educators on issues of race and inequality to raise critical consciousness is one way this can be achieved.

Features of teaching the discipline "Didactics of higher education" in non-pedagogical specialties

2019 ◽  
Author(s):  
Anna Stareva
Keyword(s):  
Higher Education ◽  
Informal Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Professional Activity ◽  
Education Students ◽  
Professional Programs ◽  
Process Formation ◽  
The Future ◽  
Student Training

The author reveals the necessity of introducing into the educational and professional programs of preparation of masters of non-pedagogical specialties of the discipline "Didactics of higher education". Formation of pedagogical competences of the teacher of the higher school will allow the future specialists professional activity in the institutions of higher education. The article reveals the essence of didactic competence and peculiarities of its formation in higher education students in the current conditions of organizing the initial process. The competency approach should permeate all aspects of student training. Therefore, a special (didactic) competence should be included in the list of the graduates' learning outcomes. The didactic competence is the ability to apply knowledge of psychology and pedagogy (didactics) in the educational process of higher education institutions. In the orientation of the educational and professional program of the master of non-pedagogical specialties it is necessary to enter competencies that allow him to engage in teaching activities. General competences add to the ability to carry out pedagogical activities using innovative educational technologies, and special competences add to the ability to organize the educational process and carry out scientific research in order to solve topical problems of the theory, methodology, organization and practice of higher education students. One of the most important compulsory (normative) disciplines that enable the future specialist to teach special and professional disciplines in higher education institutions should be "Didactic of Higher Education". This is the main feature of forming didactic competence in higher education institutions. But the competent approach in higher education does not come down to a separate discipline, but because the phenomenon of integral and dynamic develops in the process of formal, non-formal and informal education and is in constant development and self-development. All stages of preparation of the master of non-pedagogical specialties for teaching activity should be directed on achievement of the main purpose of the educational process — formation of pedagogical competences of applicants of higher education.

scholarly journals Investigating TESOL Teachers' Awareness of Critical Pedagogy at Higher Education Institutions in Oman: Implications for Critical Professional Development

2018 ◽  
Vol 21 (3) ◽  
pp. 35-66 ◽  
Author(s):  
Thuraya Al Riyami ◽  
Ali Al Issa
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
English Language ◽  
Higher Education Institutions ◽  
Language Teachers ◽  
Alternative Pedagogy ◽  
Sociopolitical Context ◽  
Speakers Of Other Languages ◽  
English Language Teachers ◽  
The 1960S

Critical Pedagogy (CP) has been proposed as an alternative pedagogy capable of meeting the complex demands of teaching English within a particular sociopolitical context. Despite the fact that CP has been present in education since the 1960s, much of the research on CP has been conducted recently in Teaching of English to Speakers of Other Languages (TESOL) contexts. There is a growing but as yet small amount of research that addresses the usage of CP in TESOL contexts, to which this study hopes to make a useful contribution. Therefore, this study investigates the extent to which TESOL teachers from four higher education institutions in the Sultanate of Oman are aware of CP. In order to achieve this, a questionnaire is administered to 178 English Language Teachers. The main findings reveal a widespread lack of awareness of the concept of CP among TESOL teachers. Nonetheless, minorities of teachers are aware of CP and implement it in a limited fashion in their classes. On the other hand, there are teachers who, whilst being aware of CP, do not implement it. The implications of these findings are discussed.

Higher Education Scenario from a Cross-Cultural Perspective

2012 ◽  
Vol 10 (4) ◽  
pp. 44-55
Author(s):  
Enric Serradell-López ◽  
Pablo Lara-Navarra ◽  
Cristina Casado-Lumbreras
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Cross Cultural ◽  
Cultural Dimensions ◽  
Cultural Perspective ◽  
Relevant Research ◽  
The World ◽  
Strategy Design ◽  
The Impact ◽  
Do So

Higher education institutions are crucial in the present. Universities play a role that varies with time and evolves with society. Globalization is changing the world and affecting higher education institutions in all their intrinsic characteristics: personnel, programs, infrastructures and students. Analyzed is the relevant research on cultural dimensions and applies it to higher education institutions focusing the analysis of the impact on eLearning setups. To do so, variables related to organizational strategy, design of curricula and teaching tools are proposed and analyzed from a set of cultural dimensions. Results show that higher education institutions are facing big challenges in their adaptation to multi-cultural arrangements.

Institutionalising critical pedagogy: Lessons from against and beyond the neo-liberal university

2017 ◽  
Vol 9 (1) ◽  
pp. 65-81 ◽  
Author(s):  
David Ridley
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Working Class ◽  
Higher Education Institutions ◽  
Trade Unionism

This article approaches the question of how far critical pedagogy can be institutionalised through a series of historical and contemporary examples. Current debates concerned with the co-operative university are examined, as well as histories of independent working-class education and the free university movement. Throughout this history, critical pedagogy has occupied a difficult space in relation to higher education institutions, operating simultaneously against and beyond the academy. The Deweyian concept of ‘democratisation’ allows the institutionalisation of critical pedagogy to be considered as a process, which has never been and may never be achieved, but is nevertheless an ‘end-in-view’. The article concludes by offering the Lucas Plan as a model of radical trade unionism that could be applied to the democratisation of existing universities and the institutionalisation of critical pedagogy.

scholarly journals PROSPECTS FOR THE DEVELOPMENT OF THE PROFESSIONAL QUALIFICATIONS SYSTEM IN HIGHER EDUCATION

2021 ◽  
Vol 49 (2) ◽  
pp. 63-71
Author(s):  
Dmytrychenko M ◽  
◽  
Tokin O ◽  
Kharchenko A ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Learning Outcomes ◽  
Informal Education ◽  
Higher Education Institutions ◽  
Educational Programs ◽  
Professional Standards ◽  
Educational Activity ◽  
Professional Competencies ◽  
Professional Qualification

The article is devoted to the problematic issues of integrating professional competencies into educational programs of higher education institutions. It is substantiated that the relationship between educational and professional standards should be deepened, which will ensure a balance of knowledge of applicants obtained during training in higher education, and requirements for jobs, achieving the necessary program learning outcomes that will be implemented in the labor market as effective human capital. The object of research in the article is the professional qualification of higher education students, integrated into the educational programs of higher education. The purpose of the study is to determine the prospects for the development of the system of professional qualifications for the quality implementation of professional competencies in educational programs of higher education institutions. The article performs a theoretical and analytical analysis of the prerequisites for the introduction of professional competencies in educational programs of higher education institutions. It is determined that professional qualifications should be awarded by a higher education institution on the basis of appropriate professional standards, which in turn reflect a person's ability to perform a certain set of tasks and responsibilities defined by the relevant profession. It is established that for the assignment of a certain educational or professional qualification it is necessary to have: an appropriate standard; the state (institution) authorized to assign the appropriate qualification; rules (procedure) for assigning a qualification, which includes criteria for assessing the achieved program learning outcomes. It is determined that the current challenges for the development of professional competencies and the creation of appropriate standards are the reorientation of the labor market in connection with the emergence of new qualifications; development of lifelong learning trends; creation of new preconditions for licensing of educational activity of higher education institutions; high requirements for the quality of higher education in higher education and for professional qualifications in the labor market; the need for cross-border recognition of educational and professional qualifications; development of non-formal and informal education. The main perspective steps for the development of the system of professional qualifications for high-quality implementation in higher education curricula are outlined, which include: international recognition of the adopted the National Qualifications Framework, creation of new generation educational standards, establishment of uniform requirements for recognition of professional experience. comparison of educational and professional qualifications, adoption of the Procedure for recognition in Ukraine of professional qualifications acquired in other countries, determination of an effective mechanism for recognition of competencies acquired in nonformal and informal education, creation of an effective register of qualifications, support of dual education 70 development, monitoring of education qualifications, approximation of professional qualifications to Multilingual Classifier of European Skills, Competences, Qualifications and Professions (ESCO). KEY WORDS: PROFESSIONAL QUALIFICATION, HIGHER EDUCATION, STANDARD, EDUCATIONAL PROGRAM.

Analysing a 'neoliberal moment' in English higher education today

2010 ◽  
Vol 3 (2) ◽  
pp. 55-72 ◽  
Author(s):  
Joyce E. Canaan
Keyword(s):  
Higher Education ◽  
Public Sector ◽  
Higher Education Institutions ◽  
Considerable Change ◽  
The Self ◽  
The Public ◽  
Education Today ◽  
New Criterion ◽  
Do So ◽  
As If

English higher education, like other parts of the public sector and higher education in other countries, is currently undergoing considerable change as it is being restructured as if it were a market in which universities, departments and academics compete against one another. This restructuring is producing new processes of subjectivity that discipline those who work and study in higher education institutions. Feminist poststructuralists have suggested that this restructuring is enabled partly through new forms of accountability that seemingly offer the 'carrot' of self-realisation alongside the 'stick' of greater management surveillance of the burgeoning number of tasks that academics, amongst others, must perform. This paper, located in the context of these changes, builds on Judith Butler's insight that processes of subjection to the dominant order through which the self is produced entail both mastery and subjection. That is, submission requires mastery of the underlying assumptions of the dominant order, which concomitantly introduces possibly subversive responses to subjection. This paper explores a 'neoliberal moment' I recently experienced when I had to fill out a form introduced for modules that failed to reach newly introduced marking 'benchmark' criteria. As I suggest, the process of being subjected to the disciplining that this new criterion demanded, brought me the mastery necessary to avoid such disciplining in future. However, individual subversion did not significantly challenge these forms of accountability; only a collective 'scholarship with commitment' could do so.

scholarly journals ICT-BASED STUDENT ENTREPRENEURIAL PROJECTS ANALYSIS OF SYSTEMATIC SUPPORT AND EVALUATION OF STUDENT INTEREST

2021 ◽  
Vol 18 (32) ◽  
Author(s):  
Dragana Preradovic ◽  
Ljubiša Micic
Keyword(s):  
Higher Education ◽  
Career Choice ◽  
Informal Education ◽  
Higher Education Institutions ◽  
University Education ◽  
Modern World ◽  
System Support ◽  
Student Interest ◽  
Significant Discrepancy ◽  
Banja Luka

In today’s modern world, more than ever before, students are faced with entrepreneurship based on the use of information and communication technology (ICT) as a reasonable and justified career choice. Whether their career choice would be successful or not depends a lot on the level of system support through entrepreneurial ecosystem during their education.The main objective of this paper is to present the current assessment, indicate the problems and possible solutions regarding the entrepreneurial infrastructure, culture and potential of higher education institutions in Banja Luka, Bosnia and Herzegovina. To achieve this, we have researched the level of the system support to students for development and launch of their ICT based start-ups during and after their university education respecting different educational profiles and demographic characteristics.The research covers the sample of 436 students from seven higher education institutions in Banja Luka at their bachelor studies and includes focus groups, survey, descriptive and inferential statistical methods.We have found significant discrepancy between university ICT programs and infrastructure and student needs. For instance, a quite large number of students interested in ICT industry attended some kind of informal education from this domain and at the same time they were unaware that those and similar programs were freely available at their universities. In this paper we have identified those and similar gaps and compared our research results with similar results in other countries.

scholarly journals Manifestations of the post-critical: from shared principles to new pedagogical paths

2020 ◽  
Vol 32 (2) ◽  
pp. 13-23 ◽  
Author(s):  
Naomi Hodgson ◽  
Joris Vlieghe ◽  
Piotr Zamojski
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Critical Pedagogy ◽  
Educational Research ◽  
Bruno Latour ◽  
Future Teachers ◽  
Critical Perspective ◽  
Humanities And Social Sciences ◽  
Isabelle Stengers ◽  
Do So

In this introduction we give an account of the reasons for writing the Manifesto for a Post-Critical Pedagogy. These stem from our experiences in the field of educational research, as well as our work with teachers and future teachers, which we felt increasingly reflected the exhaustion of the critical paradigm in the humanities and social sciences, as discussed by Bruno Latour, Jacques Rancière and others. We summarise the main claims of the Manifesto, i.e. the principles we defend there, and explain why we find it important to do so. We elaborate on what we mean by principles with reference to the concept of «requirements» developed by Isabelle Stengers. We conclude with an overview of the projects that have emerged since the publication of the Manifesto, illustrating the various ways in which the post-critical perspective has been taken up in educational research. In particular we highlight how this has been taken up in the development of specifically educational accounts of higher education, teaching, and upbringing.

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