{"id":6500,"date":"2016-01-06T05:43:39","date_gmt":"2016-01-06T05:43:39","guid":{"rendered":"http:\/\/blogs.bath.ac.uk\/edswahs\/?p=6500"},"modified":"2016-01-06T05:43:39","modified_gmt":"2016-01-06T05:43:39","slug":"beyond-jargon-beyond-reason","status":"publish","type":"post","link":"https:\/\/blogs.bath.ac.uk\/edswahs\/2016\/01\/06\/beyond-jargon-beyond-reason\/","title":{"rendered":"Beyond Jargon; beyond reason"},"content":{"rendered":"

I read two papers before Christmas\u00a0on higher education and what is known as the sustainability problematique<\/em>. \u00a0 One was in review and so there is little I can say about it, except that it was very clearly put together\u00a0with little jargon. \u00a0It was written to communicate to a wide-ranging audience, although the title was too convoluted for its own good.<\/p>\n

The other<\/a> was about rethinking higher education pedagogy \"in times of systemic global dysfunction\". \u00a0Here's\u00a0an extract ...<\/p>\n

The transformative, transgressive forms of learning described all require engaged forms of pedagogy that involve multi-voiced engagement with multiple actors. \u00a0They also have an emphasis on co-learning, cognitive justice, and the formation and development of individual and systemic agency. Their focus is the public and the personal good. \u00a0In such pedagogical processes, knowledge co-production is positioned under scientifically new or \u2018post-normal\u2019 conditions. \u00a0At the core is also the emergence of a form of disruptive competence in and for higher education. \u00a0Paraskeva suggests that considering aspects such as broader forms of knowledge co-production, decolonisation of thinking, and disruptive competence and agency in and through curriculum, provides opportunities for a radical, itinerant curriculum process that can allow an understanding of \u2018how reality can explode in and change the real.\u2019 \u00a0Such forms of pedagogy and learning are only beginning to emerge in higher education, mainly under the banner of engaged research, transdisciplinarity and\/or transgressive decolonising pedagogies. \u00a0In concluding, we argue that if we are to fully expand the \u2018learning modes\u2019 needed for responding to and engaging the wicked problems of sustainability, via pedagogies that are not constrained by current use of conservative and maladaptive concepts (e.g. the resilience concept), or by disciplinary decadence as outlined by Gordon, then there is need for more exploratory, transgressive forms of learning in our institutions. \u00a0Ultimately these will require an integration of sustainability-oriented higher education teaching, research and community engagement processes into possibilities for learning that allows for the emergence of agency and lived experience in transformative praxis contexts. \u00a0Such transformations in pedagogical set-up, must also teleologically suspend disciplines in transgressing taken-for-granted norms, existing ethical and epistemological imperialism in society and higher education, and provide possibilities for engaged, lived experience of transformative praxis for all of our students; to be seen as learning capability necessary for encountering the future.\"<\/em><\/p><\/blockquote>\n

I said that the first paper was written to communicate to its audience; in short, to be read. \u00a0The second\u00a0clearly wasn't; rather, I think it was written to be admired. \u00a0I'm not saying that there's nothing here to note or value \u2013 far from it \u2013 just that its\u00a0tone is horribly narcissistic where the look-how-smart-we-are<\/em> language gets in the way of meaning. \u00a0I blame the editors<\/a> who were clear asleep on the job.<\/p>\n

If you're determined, here are the details:<\/p>\n

Lotz-Sisitka H, Wals AEJ, Kronlid D, McGarry D (2015)\u00a0Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction Current Opinion in Environmental Sustainability<\/em> 16 73\u201380<\/p><\/blockquote>\n","protected":false},"excerpt":{"rendered":"

I read two papers before Christmas\u00a0on higher education and what is known as the sustainability problematique. \u00a0 One was in review and so there is little I can say about it, except that it was very clearly put together\u00a0with little...<\/p>\n","protected":false},"author":237,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2,3],"tags":[],"class_list":["post-6500","post","type-post","status-publish","format-standard","hentry","category-comment","category-new-publications"],"acf":[],"jetpack_featured_media_url":"","jetpack-related-posts":[],"_links":{"self":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/6500","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/users\/237"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/comments?post=6500"}],"version-history":[{"count":0,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/posts\/6500\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/media?parent=6500"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/categories?post=6500"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/edswahs\/wp-json\/wp\/v2\/tags?post=6500"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}