Develops and defends a notion of trust in higher learning, and examines the pedagogical challenges of its pursuit. Asserts that the experience of trust between teachers and students is a necessary foundation for a critical, dialogical learning environment, yet it is a pursuit and sensation that can be imperiled by the demands and restrictions…

This paper questions how far it is possible to teach for critical hope in English higher education given changes now taking place and that can be anticipated from the self-styled "free-market reform" introduced by the 2003 HE Act. It draws upon Gramsci and Freire to develop a dialogic pedagogy with students at two former polytechnics. It then…

Postgraduate student supervision at the level of doctoral and masters studies can be enjoyable, frustrating and demanding. In this article I identify some of the challenging moments in postgraduate student supervision I have encountered over the past few years, focusing on the notion of learning as understood by some students. My contention, based…

Suggests that inclusive learning environments need to be reconceptualized as contexts within which a "democratization of knowledge" occurs. Draws on experiences as a tutor in a professional development course for university lecturers to explore this reconceptualization, looking in particular at issues to do with experiential knowledge, gender, and…

A university-based teacher educator in Australia examines her ethical dilemma in fulfilling a commitment to professional practice grounded in caring without being drawn into endless emotional involvement with students, and offers an alternative conceptualizaiton of caring as mutual empowerment, deliberative relationships, and transparency of…

Discusses theories of postgraduate pedagogy by analyzing the narratives and metaphors used to represent relationships between supervisors and degree candidates. Finds that hierarchical models and often combative dynamics based on unequal power relations prevail. Proposes an alternative familial model based on experiential and feminist methodology.…

Proposes that classrooms that encourage critical thinking possess distinguishing features that can assess whether critical thinking is a regular occurrence. Suggests that a critical thinking classroom commonly reflects the following attributes: frequent questions, developmental tension, fascination with the contingency of conclusions, and active…