Teaching for transformation: higher education institutions, critical pedagogy and social impact

Victoria Jupp Kina; Jean McEwan-Short

doi:10.1057/978-1-137-54250-2_18

Teaching for transformation: higher education institutions, critical pedagogy and social impact

Victoria Jupp Kina, Jean McEwan-Short

Research output: Chapter in Book/Report/Conference proceeding › Chapter

3 Citations (Scopus)

Abstract

Within British academia there is now an argument to engage ‘beyond the journal article’ (Pain et al. 2011); that higher education institutions have a role within social, economic and political development. This is a view that has now been formalised through the introduction of the research assessment category of ‘demonstrable benefits to the wider economy and society’ (HEFCE 2015) Embracing Freirean approaches; we use participatory methods to critically appraise the role of higher education in social transformation. Building on individual experiences we will then develop a collective vision and pathway for moving beyond ‘impact’ and towards collective transformation.

Original language	English
Title of host publication	Paulo Freire and transformative education
Subtitle of host publication	changing lives and transforming communities
Editors	Andrea Melling, Ruth Pilkington
Publisher	Palgrave Macmillan
Chapter	3.6
Pages	231-243
Number of pages	13
ISBN (Electronic)	9781137542502
ISBN (Print)	978113754296
DOIs	https://doi.org/10.1057/978-1-137-54250-2_18
Publication status	Published - 2 Jun 2018

Keywords

Intercultural learning
intercultural understanding
perspective transformation
preservice teacher education
transformative learning

ASJC Scopus subject areas

Cultural Studies
Education

Access to Document

10.1057/978-1-137-54250-2_18

Cite this

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title = "Teaching for transformation: higher education institutions, critical pedagogy and social impact",

abstract = "Within British academia there is now an argument to engage {\textquoteleft}beyond the journal article{\textquoteright} (Pain et al. 2011); that higher education institutions have a role within social, economic and political development. This is a view that has now been formalised through the introduction of the research assessment category of {\textquoteleft}demonstrable benefits to the wider economy and society{\textquoteright} (HEFCE 2015) Embracing Freirean approaches; we use participatory methods to critically appraise the role of higher education in social transformation. Building on individual experiences we will then develop a collective vision and pathway for moving beyond {\textquoteleft}impact{\textquoteright} and towards collective transformation.",

keywords = "Intercultural learning, intercultural understanding, perspective transformation, preservice teacher education, transformative learning",

author = "{Jupp Kina}, Victoria and Jean McEwan-Short",

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language = "English",

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editor = "Andrea Melling and Ruth Pilkington",

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publisher = "Palgrave Macmillan",

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Teaching for transformation: higher education institutions, critical pedagogy and social impact. / Jupp Kina, Victoria; McEwan-Short, Jean.
Paulo Freire and transformative education : changing lives and transforming communities. ed. / Andrea Melling; Ruth Pilkington. Palgrave Macmillan, 2018. p. 231-243.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

TY - CHAP

T1 - Teaching for transformation

T2 - higher education institutions, critical pedagogy and social impact

AU - Jupp Kina, Victoria

AU - McEwan-Short, Jean

PY - 2018/6/2

Y1 - 2018/6/2

N2 - Within British academia there is now an argument to engage ‘beyond the journal article’ (Pain et al. 2011); that higher education institutions have a role within social, economic and political development. This is a view that has now been formalised through the introduction of the research assessment category of ‘demonstrable benefits to the wider economy and society’ (HEFCE 2015) Embracing Freirean approaches; we use participatory methods to critically appraise the role of higher education in social transformation. Building on individual experiences we will then develop a collective vision and pathway for moving beyond ‘impact’ and towards collective transformation.

AB - Within British academia there is now an argument to engage ‘beyond the journal article’ (Pain et al. 2011); that higher education institutions have a role within social, economic and political development. This is a view that has now been formalised through the introduction of the research assessment category of ‘demonstrable benefits to the wider economy and society’ (HEFCE 2015) Embracing Freirean approaches; we use participatory methods to critically appraise the role of higher education in social transformation. Building on individual experiences we will then develop a collective vision and pathway for moving beyond ‘impact’ and towards collective transformation.

KW - Intercultural learning

KW - intercultural understanding

KW - perspective transformation

KW - preservice teacher education

KW - transformative learning

UR - https://www.palgrave.com/gb/book/9781137542496#aboutAuthors

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DO - 10.1057/978-1-137-54250-2_18

M3 - Chapter

SN - 978113754296

SP - 231

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BT - Paulo Freire and transformative education

A2 - Melling, Andrea

A2 - Pilkington, Ruth

PB - Palgrave Macmillan

ER -

Teaching for transformation: higher education institutions, critical pedagogy and social impact

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

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Moving beyond impact: thinking critically about the role of higher education in social transformation

Paulo Freire and Transformative Education

Cite this

Teaching for transformation: higher education institutions, critical pedagogy and social impact

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Research output

Moving beyond impact: thinking critically about the role of higher education in social transformation

Activities

Paulo Freire and Transformative Education

Cite this