Using Reflective Practice for a more Humane Higher Education

Toni, Noluthando; Makura, Alfred Henry

doi:10.20853/29-3-489

Cited by 3 publications

(3 citation statements)

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“…The views are premised on engagements with students and their use of reflective writing as a participatory method for enhancing students' sense of inclusivity and belonging in the classroom. Toni and Makura (2015), who adopted this same approach, concluded that applying reflective practices on the part of facilitators and students alike is a plausible approach that can be 'useful in gaining a deeper understanding of the teaching and learning process in a higher education (Toni & Makura 2015:53).…”

Section: Methodsmentioning

confidence: 99%

“…Reflective writing is central to experiential learning as an important component in integrating professional experiences with academic learning (Gibson et al 2017;Ramlal & Augustin 2020). There have been debates on the potency of reflective writing as a communicative channel instrumental for classroom engagement among learners and facilitators within higher education institutions in South Africa (Jonck & De Coning 2018;Reed, Davis & Nyabanyaba 2002;Toni & Makura 2015). In addition, Ramdass (2016) averred that adopting reflective methodology is a feasible means to improve students' experiences of teaching and learning and their trust in the South African educational system.…”

Section: Introductionmentioning

confidence: 99%

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Nurturing inclusivity among Durban University of Technology students through reflective writing

Abiolu

Linganiso

Patrick

2022

HTS Teologiese Studies / Theological Studies

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Reflective writing is unarguably an essential component in experiential learning. For this reason, its usefulness as a communicative tool in nurturing students’ inclusivity, agency and sense of belonging needs further academic engagement. Additionally, the surrounding access, participation and success of students in higher education and the importance of reflective writing require adequate exploration within the South African space, thereby necessitating this study. This article is an inferential experiential discourse on the use of reflective writing as an important skillset acquired by students through the flagship Cornerstone module offered by the Centre for General Education, Durban University of Technology. This article explores using reflective writing for students to freely express themselves, thereby cultivating a deeper sense of inclusiveness and belonging and encouraging active involvement in socialisation and transformative education. The study’s setting was premised within the Durban University of Technology university-wide Cornerstone module for first-year students (enrolled in the course for the second semester, 2021 session). The authors employed a self-reflective practice owing to the authors’ inferential experiences as facilitators of the module (between 2018 and 2021) in utilising reflective writing in the classroom, along with a triangulation of secondary data from the literature. The study revealed that reflective writing aids a practice of inclusivity that underpins transformative learning. It forms the basis for a participatory methodological approach in educational encounters. It can be leveraged to tackle identity and belonging crises and exclusions by giving a voice to students to express themselves freely and creatively. The authors advocate for more relevant, inclusive and creative educational approaches to tackle societal issues. This can be effective for identity building, a sense of community and belongingness and individual motivation to communicate, creating a space for participation and valued involvement for students.Contribution: This article contributes to advancing divergent teaching practices such as more dialogic learner-centred techniques available through reflective writing methodologies compared to univocal delivery methods to encourage a more inclusive pedagogy and sense of placement and belonging for students.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Nurturing inclusivity among Durban University of Technology students through reflective writing

Abiolu

Linganiso

Patrick

2022

HTS Teologiese Studies / Theological Studies

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“…Reflecting on pedagogical practices and the impact on students provides personal research evidence that can support pedagogical and assessment decisions (Murray et al, 1996, principle 2, 4). Such reflections are considered reflective practice or scholarly teaching, and are vital to instructional practice (Shulman, 2002;Toni & Makura, 2015). To enhance the impact and value of these reflections, university instructors are encouraged to apply their disciplinary and methodological expertise, and commit to making their reflections public to inform others and enable feedback (Bernstein, 2010;Hutchings, 2003;Pecorino & Kincaid, 2007).…”

Section: Scholarly Approaches To Teachingmentioning

confidence: 99%

Teaching and Researching Ethically: Guidance for Instructor-Researchers, Educational Developers, and Research Ethics Personnel

McGinn

2018

cjsotl-rcacea

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Despite now long-standing recognition of the value and importance of the scholarship of teaching and learning, questions continue to be raised about how to satisfy the hybrid responsibilities of teaching and research. The key message of this paper is that instructor-researchers, educational developers, and research ethics personnel should consider two key guidance documents in tandem: the Society for Teaching and Learning in Higher Education’s statement on Ethical Principles in University Teaching (Murray, Gillese, Lennon, Mercer, & Robinson, 1996) and the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, & Social Sciences and Humanities Research Council of Canada, 2014). Together these documents provide much needed guidance for teaching and researching ethically. Bien que la valeur et l’importance de l’avancement des connaissances en enseignement et en apprentissage soient reconnues depuis longtemps, on continue à se poser des questions pour savoir comment satisfaire les doubles responsabilités d’enseignement et de recherche. Le message principal de cet article est que les instructeurs-chercheurs, les conseillers pédagogiques et le personnel d’éthique de la recherche devraient prendre en considération deux documents principaux d’orientation en tandem : la déclaration de la Société pour l’avancement de la pédagogie dans l’enseignement supérieur sur les « Principes éthiques dans l’enseignement universitaire » (Ethical Principles in University Teaching - Murray, Gillese, Lennon, Mercer, & Robinson, 1996) et « Énoncé de politique des trois Conseils : Éthique de la recherche avec des êtres humains » (Conseil de recherches en sciences humaines du Canada, Conseil de recherches en sciences naturelles et en génie du Canada, & Instituts de recherche en santé du Canada, 2014). Ensemble, ces documents fournissent une orientation utile pour enseigner et mener des recherches de manière éthique.

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Caregiver Teacher

Elkins

2022

Voicing Diverse Teaching Experiences, Approaches, and Perspectives in Higher Education

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Becoming a caregiver for two elderly parents in a remote rural area with limited internet access while also teaching online increased the author's awareness of students' challenges and interpersonal needs in online educational modalities. She realized how often students' interpersonal needs, as well as teachers' needs, go unmet in the online classroom. Students' messages may be misread when they are reaching out to teachers in attempt to meet their interpersonal needs through the teacher-student relationship. She argues that online teachers would be wise to rely on William Schutz's Fundamental Interpersonal Relations Orientation to inform their interactions with students. Rather than dismissing students' sometimes clumsily sought or expressed needs, responding to their needs as one human being to another creates relationships that retain and strengthen students' resilience. Vulnerability as a teacher and exploration of our shared “humanness” in all roles within higher education leads to a conclusion that calls for more direct interpersonal contact between teachers and students, not less.

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Using Reflective Practice for a more Humane Higher Education

Cited by 3 publications

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Nurturing inclusivity among Durban University of Technology students through reflective writing

Nurturing inclusivity among Durban University of Technology students through reflective writing

Teaching and Researching Ethically: Guidance for Instructor-Researchers, Educational Developers, and Research Ethics Personnel

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