Creating a socially just pedagogy from a grassroots level could help address issues of educational injustice. This paper focuses on the creation of the student voice for social justice (SVSJ) pedagogical method that is based on Nancy Fraser's political social justice framework. The resulting approach, developed through participatory action…

At a time when the context of teaching in higher education is difficult for many number of factors such as: reduced funding, changing demographics of students and demands to teach in flexible times and spaces, there are also higher levels of quality control, transparency and accountability over teaching which are exerted by institutions. This…

The notion of student-centred learning is often not defined; within the pedagogic literature it is generally associated with constructivism or principles associated with a constructivist environment such as building on prior knowledge, purposeful active learning and sense-making. An informal enquiry into conceptions of university staff prior to…

The focus of this article is on the experiences of staff members involved in a student support programme. The experiential, social, and student-centred approaches incorporated in this programme provided not only students, but also academics with pathways to lifelong learning. Functioning in a community of practice (CoP) (with students and also…

The theoretical underpinnings of student-centred learning suggest motivation to be an integral component. However, lack of clarification of what is involved in motivation in education often results in unchallenged assumptions that fail to recognise that what motivates some students may alienate others. This case study, using socio-cognitive…

This contribution explores the relationship between teacher-centred and student-centred learning environments from a student's perspective. Three different views with respect to this relationship can be retrieved. The "balance" view suggests that the more teacher-centred a learning environment is, the less student-centred it is and vice versa. The…

Although many appeals for reform include adopting more student-centred assessment, few studies have examined the postsecondary classroom. Using the 1993 and 1999 National Study of Postsecondary Faculty, the results of the current study revealed that faculty in the sciences were less likely to use student-centred assessment practices than faculty…