Practice-based learning in community contexts: A collaborative exploration of pedagogical principles
Smith, Judith E., Shaw, Natasha, & Tredinnick, Jennifer (2015) Practice-based learning in community contexts: A collaborative exploration of pedagogical principles. In Kennedy, M, Billett, S, Gherardi, S, & Grealish, L (Eds.) Practice-based Learning in Higher Education: Jostling Cultures. Springer Netherlands, Dordrecht, The Netherlands., pp. 141-157.
The primary focus of this chapter is an exploration of four pedagogical principles emerging from a practice-based learning lab. Following an overview of community engaged learning and the Lab approach, the chapter is structured around a discussion of pedagogical principles related to (1) collaboration, (2) interdisciplinarity, (3) complexity and uncertainty and (4) reflection. Through a participatory action research (PAR) framework, students, academics and community partners have worked to identify and refine what it takes to support students negotiate complexity and uncertainty inherent in problems facing communities. It also examines the pedagogical strategies employed to facilitate collaboration across disciplines and professional contexts in ways that leverage difference and challenge values and practices.
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|Item Type:||Book Chapter|
|Keywords:||community engaged learning, service learning, interdisciplinarity, community based projects, participatory action research, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy not elsewhere classified (130299)
|Divisions:||Current > QUT Faculties and Divisions > Chancellery
Current > QUT Faculties and Divisions > Creative Industries Faculty
|Copyright Owner:||Copyright 2015 Springer Netherlands|
|Deposited On:||07 Apr 2015 05:33|
|Last Modified:||25 Oct 2016 23:41|
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