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Carla Briffett Aktas; Koon Lin Wong; Wing Fun Oliver Kong; Choi Pat Ho – Teaching in Higher Education, 2025
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…
Descriptors: College Faculty, College Students, Social Justice, Student Centered Curriculum
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Carla Briffett Aktas – Teaching in Higher Education, 2024
Social justice in education can be understood as empowering students to participate meaningfully in their education on par with peers. Participation amongst students in higher education classrooms is becoming a concern because of increased globalisation and local student diversity. In this work, Nancy Fraser's three-dimensional framework of social…
Descriptors: Social Justice, Higher Education, Action Research, Participatory Research
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O'Brien, Ronan; McGarr, Oliver; Lynch, Raymond – Teaching in Higher Education, 2022
Although often suffering from a lack of conceptual clarity and definition, the use of problem-based learning (PBL) as a pedagogical approach has become almost ubiquitous across many disciplines in higher education in recent years. As well as purported benefits for student learning, the empowerment of students through increased autonomy is…
Descriptors: Teaching Methods, Problem Based Learning, Masters Programs, Graduate Students
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Lomer, Sylvie; Anthony-Okeke, Loretta – Teaching in Higher Education, 2019
In the context of increasing international mobility in higher education, educators experience multiple challenges in the classroom. In the UK, policy discourses often frame international students as desirable resources. However, international students are frequently problematised as in academic deficit. Cultural reasons are posited for different…
Descriptors: Active Learning, Blended Learning, Student Mobility, Barriers
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Hjelm, Titus – Teaching in Higher Education, 2013
Collaborative learning and critical pedagogy are widely recognized as "empowering" pedagogies for higher education. Yet, the practical implementation of both has a mixed record. The question, then, is: How could collaborative and critical pedagogies be empowered themselves? This paper makes a primarily theoretical case for discourse…
Descriptors: Higher Education, Cooperative Learning, Critical Theory, Discourse Analysis