Equitable teaching for cultural and linguistic diversity: exploring the possibilities for engaged pedagogy in post-COVID-19 higher education

被引：28

作者：

Baker, Sally ^{[1
]}

Anderson, Joel ^{[2
,3
]}

Burke, Rachel ^{[4
]}

De Fazio, Teresa ^{[5
]}

Due, Clemence ^{[6
]}

Hartley, Lisa ^{[7
]}

Molla, Tebeje ^{[8
]}

Morison, Carolina ^{[9
]}

Mude, William ^{[10
]}

Naidoo, Loshini ^{[11
]}

Sidhu, Ravinder ^{[12
]}

机构：

[1] Univ New South Wales, Sch Educ, Sydney, NSW, Australia

[2] Australian Catholic Univ, Sch Behav & Hlth Sci, Melbourne, Vic, Australia

[3] La Trobe Univ, Australian Res Ctr Sex Hlth & Soc, Melbourne, Vic, Australia

[4] Univ Newcastle, Sch Educ, Callaghan, NSW, Australia

[5] Victoria Univ, Inst Sustainable Ind & Liveable Cities, Melbourne, Vic, Australia

[6] Univ Adelaide, Sch Psychol, Adelaide, SA, Australia

[7] Curtin Univ, Ctr Human Rights Educ, Perth, WA, Australia

[8] Deakin Univ, Sch Educ, Geelong, Vic, Australia

[9] Macquarie Univ, Off ProVice Chancellor Programs & Pathways, Sydney, NSW, Australia

[10] Cent Queensland Univ, Sch Hlth Med & Appl Sci, Rockhampton, Qld, Australia

[11] Western Sydney Univ, Sch Educ, Sydney, NSW, Australia

[12] Univ Queensland, Sch Educ, Brisbane, Qld, Australia

来源：

EDUCATIONAL REVIEW | 2022年 / 74卷 / 03期

关键词：

COVID-19; culturally and linguistically diverse migrants and refugees; engaged pedagogy; higher education; care; ONLINE; EXPERIENCES; STUDENTS;

D O I：

10.1080/00131911.2021.2015293

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：444 / 459

页数：16