Raising the Student Voice: Learning Development as Socio-political Practice

Sinfield, Sandra; Holley, Debbie; Burns, Tom; Hoskins, Kate; O’Neill, Peter; Harrington, Katherine

doi:10.1007/978-0-230-36505-6_5

Cited by 5 publications

(4 citation statements)

References 9 publications

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“…This provides grounding for in-group hostility towards colonial and Western hegemonic deficit views of the non-traditional student, which the LD community would appear to distance itself from. Furthermore, the apparent contradiction pointed out by LD 4 of the superficial inclusiveness of HE which is not borne out in practice is reminiscent of the 'dichotomous position' (Sinfield et al, 2011) of LD pointed out in the introduction to this paper.…”

Section: Social Emancipatory Functionmentioning

confidence: 70%

“…The resultant drive to increase access for lower socio-economic groups (Greenbank, 2006) meant that there was a need for services to meet the needs of 'non-traditional' students who lacked the cultural capital and habitus (Bourdieu and Passeron, 1990) of the traditional more affluent HE entrant with an academic background. LD provided a response to this need and thus is grounded in a social emancipatory philosophy (Sinfield et al, 2011). This ethos constitutes a fundamental element of LD identity, it is what distinguishes the practice from 'study skills' and 'learning support', it is about creating a positive student experience rather than a deficit approach to 'fixing' the student.…”

Section: Learning Development In Hementioning

confidence: 99%

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The LDHEN hive mind: Learning Development in UK higher education as a professional culture

Stapleford

2019

jldhe

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The Learning Developer in higher education (HE) works with students to help them make sense of the language and practices of HE. It is a relatively new role and has grown in response to the Widening Participation agenda which has seen an increase in entry of 'non-traditional' students into HE. Learning developers' job descriptions, employment contracts and institutional location vary between institutions and the role is often misunderstood across academia. There has long been discussion and debate within the learning development community regarding the professionalisation of the role and what this might look like. The literature in this area is sparse and to date consists of small-scale surveys of learning development practitioners with inconclusive findings. This study aims to contribute to our understanding of learning developer professional identity by analysing six months of discourse from the Learning Development in Higher Education Network (LDHEN) Listserv. This is explored through the lens of social identity theory and findings suggest that the learning development community functions as a professional culture based on collegiality, trust, shared values and a protected collective knowledge base. This attitudinal perspective of professional identity as professional culture is proposed as a more productive approach to the debate than more traditional interpretations of professionalism based on qualifications and formal training.

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Section: Social Emancipatory Functionmentioning

confidence: 70%

Section: Learning Development In Hementioning

confidence: 99%

The LDHEN hive mind: Learning Development in UK higher education as a professional culture

Stapleford

2019

jldhe

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“…Even so, this is not something that is done to the students. Meaningful collaboration requires that hierarchic structures are flattened as much as possible (Sinfield et al, 2011) and in the Writing Café, this means peer-led support. The boundaries between expert and novice are blurred, and the student gets the chance to engage as an equal member of a community.…”

Section: A Learning Development Approach To Real World Learningmentioning

confidence: 99%

Applied pedagogies for higher education: Real-world learning and innovation across the curriculum

Younas

Khalid

Noor

2022

The Social Science Journal

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“…The two-step model outlined here can scaffold this development. Academic development sessions aim to support positive identity negotiations of the learners (Briggs, et al, 2012) as they are scaffolding the students' development of literacies as emancipatory practice (Sinfield, et al, 2011) by enabling the students to take agency of their learning process.…”

Section: Sheridanmentioning

confidence: 99%

A two-step model for creative teaching in higher education

Sheridan

2020

jldhe

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This paper provides examples of practice demonstrating some underlying principles of translating creative and active pedagogies from school into a higher education context, using a simple two-step model and the concept of creative learning and teaching (Jeffrey, 2006). Since working in higher education, I sought to translate the principles of creative learning and teaching (Jeffrey, 2006) into my praxis. This exercise became particularly prudent when moving into academic development, trying to convey the successful principles underlying my pedagogy to colleagues on the Masters in Academic Practice. The paper will discuss a two-step model I developed: de-contextualizing and then re-contextualizing sometimes complex and intangible learning content to make it more accessible for learners. This will be exemplified by two teaching cases and evidenced with data I collected during my own Postgraduate Certificate in Learning and Teaching in Higher Education, demonstrating how the approach improved student performance and the overall quality of their academic work. These principles could be easily translated into different disciplinary contexts, with different groups of students.

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Raising the Student Voice: Learning Development as Socio-political Practice

Cited by 5 publications

References 9 publications

The LDHEN hive mind: Learning Development in UK higher education as a professional culture

The LDHEN hive mind: Learning Development in UK higher education as a professional culture

Applied pedagogies for higher education: Real-world learning and innovation across the curriculum

A two-step model for creative teaching in higher education

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