London Review of Education,
Год журнала:
2024,
Номер
22(1)
Опубликована: Апрель 29, 2024
In
this
article,
we
conceptualise
the
maintenance
and
evolution
of
third
space
practice
using
an
ecological
heuristic.
This
considers
dynamic
balance
between
stabilising
destabilising
processes
that
require
practitioners
(particularly
academic
developers)
to
be
active
curators
space.
These
drive
phases
adaptive
cycle
as
it
evolves
from
epistemologically
singular
perspective
towards
one
accommodates
epistemological
plurality.
A
pictorial
representation
dynamics
is
offered
a
frame
support
construction
personal
professional
narrative.
provides
exemplar
reflection
on
practice,
highlights
need
for
epistemic
humility
within
arena.
Teaching in Higher Education,
Год журнала:
2021,
Номер
29(2), С. 388 - 403
Опубликована: Окт. 21, 2021
This
article
engages
posthuman
theory
to
propose
a
rethinking
of
the
and
practice
relational
pedagogies
within
higher
education
(HE).
There
has
been
renewed
emphasis
HE
discourses
on
significance
relationships
learning
teaching
as
means
offer
counter-view
an
uncaring
marketised
system.
argues
need
build
extend
current
framing
pedagogies.
It
for
ethically
affirmative
reframing,
through
posthuman,
feminist
materialist
theoretical
lens.
The
we
elaborate
is
put
work
illustrative
examples
from
our
experiences
practices
educators,
which
illuminate
how
why
pedagogies,
considered
mattering,
involve
nonhuman
more-than-human.
Our
sketch
potential
shapes
pedagogy
mattering
across
three
key
areas
in
education:
curriculum,
assessment.
Journal of University Teaching and Learning Practice,
Год журнала:
2024,
Номер
21(05)
Опубликована: Апрель 15, 2024
Belonging
is
more
than
just
a
buzzword;
it
critical
factor
that
affects
students’
academic
engagement,
motivation,
persistence,
and
overall
achievement,
especially
considering
the
diversity
of
students
in
educational
settings.
The
goal
this
paper
to
dissect
complexities
belonging,
examining
its
various
determinants,
diverse
impacts
has
on
student
university
populations,
range
strategies
effectively
nurture
sense
belonging.
We
conducted
literature
search
August
2023
using
Web
Science
database,
focusing
exclusively
publications
from
Journal
University
Teaching
Learning
Practice.
used
combination
keywords
like
‘belonging’,
‘university
belonging’,
‘social
other
related
terms,
ensuring
comprehensive
collection
relevant
studies.
A
total
133
articles
were
identified,
with
77
selected
for
detailed
full-text
review.
final
selection
process
resulted
33
systematic
Key
results
our
review
indicate
belonging
higher
education
involves
four
main
themes:
connectedness
peers,
staff,
institution;
feeling
safe
part
community;
being
valued
accepted;
embracing
inclusion.
These
themes
reflect
holistic
understanding
as
multi-dimensional
concept,
significantly
influenced
by
institution-wide
approaches,
inclusive
environments,
educator
practices,
quality
relationships.
variation
experiences
identifies
key
challenges
such
exclusion
groups,
lack
connection
opportunities,
insufficient
support
Effective
fostering
include
targeting
multiple
system
levels,
building
relationships,
employing
leveraging
technology
creating
environments.
SN Computer Science,
Год журнала:
2022,
Номер
4(2)
Опубликована: Дек. 21, 2022
Abstract
The
massive
transition
from
in-person
to
remote
teaching
increased
the
impact
of
technology
on
everyday
life
universities.
Without
face-to-face
component,
learning
and
became
a
completely
different
experience
for
students
teachers.
Recording
attitudes
perceptions
undergraduate
new
situation
necessary
faculties
support
them
effectively.
This
research
collected
quantitative
qualitative
data
336
all
years
studies.
preferred
reported
higher
engagement,
learning,
understanding
during
classroom
teaching.
More
senior
students,
who
had
developed
ties
with
their
colleagues
before
pandemic,
found
it
easier
continue
interactions
remotely.
They
were
interested
in
matching
duties
needs
at
particular
period
life,
despite
beliefs
concerning
effectiveness
first-year
challenging
develop
relationships
remotely,
they
most
frustrated.
Overall,
first
studies
perceived
as
dissatisfactory
compared
more
students.
Similar
other
publications,
respondents
this
study
challenged
concomitant
social
relationships.
Studies in Higher Education,
Год журнала:
2023,
Номер
49(3), С. 546 - 558
Опубликована: Авг. 3, 2023
This
paper
presents
a
conceptual
framework
of
spatial
belonging.
The
aim
is
to
enrich
our
understanding
space
and
belonging
in
higher
education,
with
provisional
for
researchers
practitioners
critically
reflect
on
the
different
ways
which
education
spaces
can
facilitate
shape
inclusion
students.
Understanding
influences
student
key
appreciating
nuances
multidimensionality
their
experiences,
especially
underrepresented
students
whose
at
university
often
more
precarious.
Drawing
theories
from
sociology
geography
–
Foucault's
(1986.
"Of
Other
Spaces."
Diacritics
16
(1):
22–27)
heterotopia,
Lefebvre's
(1991.
Production
Space.
Oxford:
Blackwell)
production,
Massey's
(2005.
For
London:
Sage)
relations
literature
justice
four
dimensions
are
proposed
as
lens
better
recognise
influence
multiple
physical
dimension
includes
material
visible
aspects
how
that
experiences
belonging,
while
digital
considers
role
technology,
virtual
learning
hybrid
spaces.
relational
highlights
importance
social
relationships
connections,
transcends
physicality
digitality,
likewise,
structural
focuses
wider
societal
system
dominant
discourses
way
experienced
by
By
examining
physical,
digital,
spaces,
provides
an
innovative
insight
into
education.
lays
groundwork
future
research
examine
intersect
contribute
Teaching in Higher Education,
Год журнала:
2024,
Номер
unknown, С. 1 - 15
Опубликована: Июль 23, 2024
This
article
troubles
a
pervasive
concept
within
higher
education
studies:
authentic
assessment.
Authentic
assessment
is
well-established
education,
and
yet
its
common
usage
leaves
it
limited
in
possibility.
Often
understood
as
practice
focused
on
tasks,
where
assessments
represent
'reality'
beyond
universities,
praxis
has
missed
engaging
with
wider
literature
exploring
authenticity
an
emergent
quality
connected
being
becoming.
In
this
article,
I
first
consider
the
utility
of
concepts
then
spotlight
change
how
understood.
move
to
explore
relational
pedagogies
might
offer
further
insights
into
can
be
conceptualised
enacted,
sketching
shapes
for
thinking
differently
about
Extending
exciting
conversation
that
redirecting
praxis,
argue
theory
help
us
think
enact
more
meaningful
mode,
becomes
relational,
ethical,
act.
Higher Education Quarterly,
Год журнала:
2025,
Номер
79(1)
Опубликована: Янв. 1, 2025
ABSTRACT
Postgraduate
transitions
rarely
feature
in
literature
and
are
scarcely
acknowledged
practice,
owing
to
assumptions
about
competence.
This
diverse
group
often
multimembers
studying
alternative
modes
cope
with
wide‐ranging
demands.
Despite
their
contributions
society
the
economy,
issues
concerning
fitness
for
purpose
within
postgraduate
resources,
support
provision
remain,
influencing
transition.
Expertise
brought
academy
is
overlooked,
student
expectations
of
study
relationships
staff
misaligned.
research
explores
return
from
workplace
during
Covid‐19
pandemic,
drawing
on
transition
theory.
A
reflexive
thematic
analysis
focus
data
revealed
how
skills
behaviours
helped
manage
transition;
significance
personalised
colleagues,
peers
staff;
technology
mitigated
pandemic‐related
obstacles.
