Abstract
This chapter uses the concept of educational paradox to investigate the kinds of decision-making processes associated with the production of learning environments that are perceived by diverse learners to be simultaneously hospitable, but charged, and bounded but open. It focuses on the ways in which decisions relating to curriculum and pedagogy can impact directly upon the extent to which students from very different backgrounds feel themselves to be included, valued, and respected in a learning environment.
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Notes
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I have been berated for “mollycoddling” students and giving them a “false impression” of what university study is “really” like.
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Rowan, L. (2019). Purposeful Decision Making for Relationship-Centred Education: Productive Paradox in University Teaching. In: Higher Education and Social Justice. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-05246-1_3
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DOI: https://doi.org/10.1007/978-3-030-05246-1_3
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