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

Victoria Jupp Kina, Jean McEwan-Short

Research output: Chapter in Book/Report/Conference proceedingChapter

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 languageEnglish
Title of host publicationPaulo Freire and transformative education
Subtitle of host publicationchanging lives and transforming communities
EditorsAndrea Melling, Ruth Pilkington
PublisherPalgrave Macmillan
Chapter3.6
Pages231-243
Number of pages13
ISBN (Electronic)9781137542502
ISBN (Print)978113754296
DOIs
Publication statusPublished - 2 Jun 2018

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Keywords

  • Intercultural learning
  • intercultural understanding
  • perspective transformation
  • preservice teacher education
  • transformative learning

Cite this

Jupp Kina, V., & McEwan-Short, J. (2018). Teaching for transformation: higher education institutions, critical pedagogy and social impact. In A. Melling, & R. Pilkington (Eds.), Paulo Freire and transformative education : changing lives and transforming communities (pp. 231-243). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-54250-2_18