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Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing

Hill, Jennifer; Healey, Ruth L.; West, Harry; Déry, Chantal

Authors

Jenny Hill Jennifer.Hill@uwe.ac.uk
Associate Professor in Teaching and Learning

Ruth L. Healey

Chantal Déry



Abstract

© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. Despite emotion being recognized as fundamental to learning, the affective aspects of learning have often been side-lined in higher education. In the context of rising student wellbeing challenges, exploring ways of supporting students and their emotions in learning is increasingly significant. Pedagogic partnerships have the potential to help students to recognize and work with their emotions in their learning in a positive manner. As such, pedagogic partnerships offer opportunities to promote resilience and enhance student wellbeing. In this paper, we develop partnership research in three ways by: 1) considering the ways in which pedagogic partnership may support students to encounter emotions and empower them to develop resilience, leading to positive wellbeing; 2) exploring how this process might be achieved in the disciplinary context of geography; and 3) developing an evidence-based model to summarize the potential effect of pedagogic partnership in enhancing student wellbeing. We draw upon two case studies of student-faculty and student-student pedagogic partnership within geography curricula in order to evidence that emotional awareness in learning comes through the joys and struggles of working in partnership. We argue that pedagogic partnership may be developed to support the wellbeing of modern-day higher education communities.

Journal Article Type Article
Journal Journal of Geography in Higher Education
Print ISSN 0309-8265
Electronic ISSN 1466-1845
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
APA6 Citation Hill, J., Healey, R. L., West, H., & Déry, C. (in press). Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing. Journal of Geography in Higher Education, https://doi.org/10.1080/03098265.2019.1661366
DOI https://doi.org/10.1080/03098265.2019.1661366
Keywords pedagogic partnership, emotions, wellbeing, academic resilience, geography, borderland space
Publisher URL https://doi.org/10.1080/03098265.2019.1661366

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Copyright Statement
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education on 17 September 2019, available online: https://doi.org/10.1080/03098265.2019.1661366




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Licence
http://www.rioxx.net/licenses/all-rights-reserved

Copyright Statement
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education on 17 September 2019, available online: https://doi.org/10.1080/03098265.2019.1661366





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