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Equitable teaching for cultural and linguistic diversity : Exploring the possibilities for engaged pedagogy in post-COVID-19 higher education
Baker, Sally Anderson, Joel Burke, Rachel De Fazio, Teresa Due, Clemence Hartley, Lisa Molla, Tebeje Morison, Carolina Mude, William Naidoo, Loshini
Baker, Sally
Anderson, Joel
Burke, Rachel
De Fazio, Teresa
Due, Clemence
Hartley, Lisa
Molla, Tebeje
Morison, Carolina
Mude, William
Naidoo, Loshini
Abstract
While the impacts of COVID-19 on higher education are still unfolding, it is clear that the disruption caused by the pandemic has provided a warrant to re-consider existing teaching and learning practices. We provide a reading on whether existing teaching and learning practices should be retained or whether new practices can and should emerge through the lens of culturally and linguistically diverse migrant and refugee (CALDMR) students. These students already experienced significant educational disadvantage before the pandemic moved teaching and learning online. Drawing on findings from an Australian study that explores the experiences of both university students and staff, we question whether these experiences offer hope for what bell hooks calls engaged pedagogy – as a form of university teaching and learning that is more caring, more student-centred and collaborative, and more exciting.
Keywords
COVID-19, culturally and linguistically diverse migrants and refugees, engaged pedagogy, higher education, care
Date
2022
Type
Journal article
Journal
Educational Review
Book
Volume
74
Issue
3
Page Range
444-459
Article Number
ACU Department
School of Behavioural and Health Sciences
Faculty of Health Sciences
Faculty of Health Sciences
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled