Welcome to the pedagogic borderlands

Hill, Jennifer; West, Harry

Abstract

This paper will invite you to let go of the familiar and to consider how learning spaces in higher education might be used creatively for pedagogic practice as ‘borderlands’. The borderland concept allows a re-conceptualisation of pedagogic spaces, identities and practices for staff and students. These spaces are novel, challenging and messy, but they can also be permissive and transformatory. Based on personal research of the presenters and using the example of Peer Assisted Learning, We will show that in borderland spaces students gain confidence in accepting agency in learning, moving towards critical thinking and reflective judgement. They acquire new knowledge, skills and facets to their identity, becoming mindful of their values and those of others. As such, there is a responsibility for staff to support inclusivity in borderland spaces and for institutions to evolve forward-looking policies and strategies that encourage and sustain engagement in these spaces of becoming.

• Presentation Conference Type: Conference Paper (unpublished)
• Conference Name: UWE Teaching & Learning Conference
• Start Date: Jun 1, 2016
• End Date: Jun 1, 2016
• Acceptance Date: Jun 20, 2016
• Publication Date: Jun 20, 2016
• Deposit Date: Jul 10, 2017
• Publicly Available Date: Jul 10, 2017
• Peer Reviewed: Peer Reviewed
• Keywords: pedagogic borderlands
• Public URL: https://uwe-repository.worktribe.com/output/910832
• Additional Information: Title of Conference or Conference Proceedings : UWE Teaching & Learning Conference
• Contract Date: Jul 10, 2017