Purposeful Decision Making for Relationship-Centred Education: Productive Paradox in University Teaching
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.
KeywordsHigher education pedagogy Social justice Student satisfaction Relationship-centred education Educational philosophy Decision making Paradox Relevance of content Freedom Academic work Educational transformation Hospitable environments Intellectual charge Situated action Pedagogical variety Quality Student choice Student engagement Popular culture Flexibility Openness University curriculum
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