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"Should I Intervene or Not?" Reflexive Learning in Forum Theatre: A Peer Dialogue on a Facilitator's Dilemma
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Nordentoft, Helle Merete; Olesen, Birgitte Ravn – Teaching in Higher Education, 2023
Forum theatre is a dialogic method with the potential to bridge the gap between practice-based and academic learning in higher education by enabling postgraduate students to act out and critically reflect on everyday dilemmas. In previous research, little attention is placed on the crucial role of the facilitator and the implications of her…
Descriptors: Graduate Students, Reflection, Acting, Theater Arts
Prevent/Ing Critical Thinking? The Pedagogical Impacts of Prevent in UK Higher Education
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Danvers, Emily – Teaching in Higher Education, 2023
The Prevent counter terrorism strategy ('Prevent') -- specifically the duty to report those deemed vulnerable to, or causing suspicions of, radicalisation -- has been intensely criticised within UK higher education for its racialised and colonial agenda; its potential to curb academic freedom; and its reframing of the pedagogical dynamic as one of…
Descriptors: Critical Thinking, Terrorism, Educational Strategies, Prevention
Critical Thinking in Criminology: Critical Reflections on Learning and Teaching
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Howes, Loene M. – Teaching in Higher Education, 2017
Fostering critical thinking abilities amongst students is one component of preparing them to navigate uncertain and complex social lives and employment circumstances. One conceptualisation of critical thinking, valuable in higher education, draws from critical theory to promote social justice and redress power inequities. This study explored how…
Descriptors: Critical Thinking, Higher Education, Critical Theory, Social Justice
The Centre Cannot Hold: Untangling Two Different Trajectories of the "Approaches to Learning" Framework
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Tormey, Roland – Teaching in Higher Education, 2014
The "deep/surface approach to learning" framework is widely used in higher education. Its perceived strength is that it is regarded as having two functions: both being (1) a useful metaphor for development of teaching and learning in higher education and (2) a valid concept for researchers. In this paper, I present a critical review of…
Descriptors: Higher Education, Learning Processes, Cognitive Style, College Students
Assessment for Learning: Capturing the Interest of Diverse Students on an Academic Writing Module in Postgraduate Vocational Education
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Strauss, P.; Mooney, S. – Teaching in Higher Education, 2017
This article discusses the complexities surrounding the teaching of a critical thinking and academic writing module on a vocational postgraduate programme. Students enrolled on this programme are strongly industry focused and often fail to see the relevance of such a module, despite the fact that most are international students with English as…
Descriptors: Foreign Countries, Graduate Students, Hospitality Occupations, Student Interests
From Scholarship Student to Responsible Scholar: A Transformative Process
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Lin, Lin; Cranton, Patricia – Teaching in Higher Education, 2005
The purpose of this paper is to explore the journey of the scholarship student as he or she becomes a responsible scholar. We present three narratives, each one providing a different lens through which we view the journey of the scholarship student. We use transformative learning (as expounded by Mezirow) as a framework to discuss this transition,…
Descriptors: Transformative Learning, Scholarship, Student Motivation, Higher Education