Pedagogies of mattering: re-conceptualising relational pedagogies in higher education

Gravett, Karen; Taylor, Carol A.; Fairchild, Nikki

doi:10.1080/13562517.2021.1989580

Cited by 73 publications

(39 citation statements)

References 41 publications

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“…Neither they, nor their methods, can determine outcomes. Teachers may lead the choreography, but they have only limited control over how the dance plays out (Anderson and Dron 2011 ; Dron 2021 ; Gravett et al 2021 ). Furthermore, teaching, in this model, is not just done by teachers but by a range of stakeholders in a combined, mutual effort (Dron 2021 ; Fawns et al 2021a ).…”

Section: A Model Of An Entangled Pedagogymentioning

confidence: 99%

An Entangled Pedagogy: Looking Beyond the Pedagogy—Technology Dichotomy

Fawns

2022

Postdigit Sci Educ

110

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Abstract‘Pedagogy first’ has become a mantra for educators, supported by the metaphor of the ‘pedagogical horse’ driving the ‘technological cart’. Yet putting technology first or last separates it from pedagogy, making us susceptible to technological or pedagogical determinism (i.e. where technology is seen either as the driving force of change or as a set of neutral tools). In this paper, I present a model of entangled pedagogy that encapsulates the mutual shaping of technology, teaching methods, purposes, values and context. Entangled pedagogy is collective, and agency is negotiated between teachers, students and other stakeholders. Outcomes are contingent on complex relations and cannot be determined in advance. I then outline an aspirational view of how teachers, students and others can collaborate whilst embracing uncertainty, imperfection, openness and honesty, and developing pedagogical knowledge that is collective, responsive and ethical. Finally, I discuss implications for evaluation and research, arguing that we must look beyond isolated ideas of technologies or teaching methods, to the situated, entangled combinations of diverse elements involved in educational activity.

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Section: A Model Of An Entangled Pedagogymentioning

confidence: 99%

An Entangled Pedagogy: Looking Beyond the Pedagogy—Technology Dichotomy

Fawns

2022

Postdigit Sci Educ

110

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“…Emotions support deep learning and discomforting feelings that can compel students to think differently (Boler and Zembylas 2003;Zembylas 2015) unlike just-the-facts pedagogy (Garrett 2017) that aims to suppress emotionality (Sutton and Wheatley 2003). Bovill (2020) suggests we need to embrace relational pedagogical practices that place relationships, between teachers and students as well as between students themselves, as central to teaching and learning, emphasising these healthy connections lead to more effective learning (Gravett, Taylor, and Fairchild 2021). The notion of relational pedagogies aims to create meaningful engagement in the classroom by cultivating more compassionate student-staff relationships.…”

Section: Accepted Teaching In Higher Education -16 Th November 2022mentioning

confidence: 99%

“…Kinchin (2021) notes that these relationships are increasingly difficult to build within a neoliberal university which is uncaring, unhealthy, and characterised by the pressure of marketisation. Gravett, Taylor, and Fairchild (2021) propose a pedagogy of mattering which allows us to 'consider the impacts of a broader range of actors upon learning and teaching and to tune into the objects, bodies and spaces that contribute the material mattering of learning and teaching as an in-situ practice of relationality ' (2021, 5) which would allow for more embodied learning experiences.…”

Section: Accepted Teaching In Higher Education -16 Th November 2022mentioning

confidence: 99%

Metamodern sensibilities: toward a pedagogical framework for a wicked world

Roberts-Bowman

Salter

Stephenson

et al. 2022

Teaching in Higher Education

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This paper suggests the need for a pedagogical re-orientation in UK higher education (HE) to prepare students better for a liminal, precarious, and complex world that affects work, civic and political life. This world has been termed wicked, a concept from systems theory and planning (Churchman 1967;Rittel and Webber 1973) which describe issues, such as poverty, food insecurity and climate change, that appear to defy collective solutions and agreement.As Grewatch, Kennedy, and Bansal (2021) argue systems takes a relational view of the living world focusing on interconnectedness, interaction, and adaption. According to Krawczynska-Zaucha (2020), the twenty first century is characterized by VUCA (volatility, uncertainty, complexity, and ambiguity) to reflect an increasingly global system that is entangled, technologically driven, and fragmenting. Such wickedness presents challenges for UK HE in its role as a strategic actor in whatBarnett (2017a) suggests is a challenging complex societal ecosystem that requires graduates to be life-deep/life-wide learners, problem-solvers, and engaged citizens. We contend the sector needs to recognise that we are educating and preparing individuals to enter the unknown (Furr and Dyer 2014). We also suggest the concepts of wicked and VUCA are amplified by the neoliberal condition that privileges individualism, competition, and the market, that shackles UK HE. We contend the political economy of UK HE is characterised by marketisation, stratification, and performance metrics (Busch 2017;Schulze-Cleven et al. 2017), that mitigates against embedding pedagogical practices that contribute to supporting ACCEPTED TEACHING IN HIGHER EDUCATION -16 TH NOVEMBER 2022

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“…Thing-power unleashes potential for new insights in educational research. For example, Gravett, Taylor and Fairchild (2021) explore signs, masks, hand sanitizer bottles, and hand wipes in COVID-19 higher education spaces; Dernikos (2019) analyses the transcorporeal affects of things which help construct Whiteness as norm in early childhood classrooms; and Lincoln (2014) considers objects' role in identity formation in the material assemblages of teenagers' bedroom spaces. These educational examples are part of a broader social science shift to recognize objects' agentic properties in enabling connections, memories, affectivities, attachments, belongings (Bissell, 2009;Hurdley, 2007;Shortt & Izak, 2020).…”

Section: Thing-powermentioning

confidence: 99%