Co-creating curriculum in higher education: promoting democratic values and a multidimensional view on learning

Bergmark, Ulrika; Westman, Susanne

doi:10.1080/1360144x.2015.1120734

Cited by 81 publications

(59 citation statements)

References 16 publications

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“…She also invited students to be active participants in all the class learning activities. Bergmark and Westman (2016) investigated the impact of co-creating the curriculum with two cohorts of 35 students on a school teacher education programme at Luleå University of Technology in Sweden. Teachers are normally '… required to present a study guide (a detailed plan of course activities) two weeks before class begins.…”

Section: Whole-class Approaches To Co-creation In Learning and Teachingmentioning

confidence: 99%

Co-creation in learning and teaching: the case for a whole-class approach in higher education

2019

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There is a wide range of activity in the higher education sector labelled 'students as partners' and 'co-creation in learning and teaching'. Several frameworks have been proposed to map and categorise existing partnership and co-creation roles, activities, research, and practice. In this paper, I synthesise some of these frameworks to illustrate how the predominant focus in the international literature has been on partnership projects that select small groups of often already super-engaged or privileged students to participate. In contrast, co-creation in learning and teaching, embedded within the curriculum and involving a whole class of students, has been largely overlooked. I explore the potential of co-creating learning and teaching with a whole class of students (including face-to-face, blended, and online settings, and including lectures, tutorials, laboratories, and other methods of teaching); in other words, it is co-creation integral to students' programmes and courses of study. I argue that whole-class approaches to co-creation may be inherently more inclusive of students than other approaches to co-creation and that this approach both relies upon, and contributes towards, building positive relationships between staff and students, and between students and students. I explore some of the challenges of whole-class co-creation in learning and teaching, and I also argue that the benefits suggest this is currently an underutilised and researched approach internationally.

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Section: Whole-class Approaches To Co-creation In Learning and Teachingmentioning

confidence: 99%

Co-creation in learning and teaching: the case for a whole-class approach in higher education

2019

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“…During the course co-design phase in which we developed our intervention, we focused on generating curriculum and course materials that would recognize students' intersectionality and foster a sense of belonging. A partnership approach to curriculum design can make explicit and address power imbalances and notions of expertise among those involved in a learning experience (Bergmark & Westman 2016;Bovill 2014;Mihans, Long, & Felten 2008) and serve to promote a sense of belonging and empowerment (Matheson & Sutcliffe 2016).…”

Section: Theoretical Frames and Approachesmentioning

confidence: 99%

Articulating identities and analyzing belonging: a multistep intervention that affirms and informs a diversity of students

Cook-Sather

Des-Ogugua

Bahti

2017

Teaching in Higher Education

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This article describes a multistep intervention developed for an undergraduate course called 'Advocating Diversity in Higher Education.' The goal of the intervention was to affirm diversity and foster a sense of inclusion among students within and beyond the course. We contextualize the intervention in student protests during 2015 and 2016 regarding racial and other forms of discrimination on college and university campuses in the United States, and we describe how it is informed by several theoretical frames and associated practices: intersectionality, belonging, and radical pedagogical partnership. Co-authored by the faculty member who co-designed and co-taught the course, an undergraduate student who co-designed the course, and a recent graduate who cocreated the course when she took it, the article embodies the inclusion and radical partnership it analyzes. It is intended to offer individuals working in higher education an intervention that can be adapted across contexts.

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“…As goals or outcomes are still central in education and teachers have to relate to that fact, we suggest, as discussed in earlier publications (Bergmark & Westman 2016;Westman, 2014;Westman & Alerby, 2012) that goals therefore should be better used as entrances for teaching and learning. When considering what pedagogical relationships in the learning process may include, knowing that the relationships occurring during the process, the events and 'lines-of-flight' to use the words of Deleuze and Guattari (1987, p. 9), might be even more important for the learning, a rhizomatic thinking about learning is enhanced.…”

Section: Questioning Linearity and How To Use Goals … New Ideas That mentioning

confidence: 71%

Re-considering the ontoepistemology of student engagement in higher education

Westman

Bergmark

2018

Educational Philosophy and Theory

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The aim of this article is to reconsider and explore the ontoepistemology of student engagement in higher education as part of a democratic education, going beyond neo-liberal groundings. This is urgent as the concept of student engagement seems to be taken for granted and used uncritically in higher education. In addition, higher education is affected by, and under pressure from, different global and societal forces, which raises questions about the purpose of education. In our exploration, we mainly draw on the philosophy of Gilles Deleuze and his co-writers Felix Guattari and Claire Parnet, but also Karen Barad and writers who are inspired by these theories. We present four arguments on which we elaborate: (1) Rethinking power relations, (2) Questioning linearity and how to use goals, (3) Appreciating pedagogical relationships as multiple voices and becoming-multipleothers, and (4) Considering assemblages, rhizomes and lines in student engagement. These arguments open up, as we argue, the possibility of rhizomatic thinking about learning in higher education where multiplicities, otherness and the unpredictable are appreciated. In addition, we regard the exploration of assemblages that are intercorporeal, affective and entangled as something powerful when reconsidering student engagement as part of democratic education.

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Co-creating curriculum in higher education: promoting democratic values and a multidimensional view on learning

Cited by 81 publications

References 16 publications

Co-creation in learning and teaching: the case for a whole-class approach in higher education

Co-creation in learning and teaching: the case for a whole-class approach in higher education

Articulating identities and analyzing belonging: a multistep intervention that affirms and informs a diversity of students

Re-considering the ontoepistemology of student engagement in higher education

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