|Some of us who stayed to the end of the day|
A second highlight was the incredible participation of all present, in particular, the papers presented. These were on varied topics such as feedback to student writing and the ideas of Nancy Fraser on participatory parity; the importance of SOTL as a vehicle to advance socially just pedagogies; cognitive justice; postgraduate participation and equity and participation; dominant discourses of tutors; and perceptions of students about hand held devices in relation to issues of equity. We also deliberated our own draft conceptual framework about SOTL and socially just pedagogy. A key issue emphasized in that discussion is that socially just pedagogies are partly about process and deliberation - it is not something that is ever finalized. A related point was that if teaching and learning are about encouraging criticality, creativity and independent thought, then so should the environment be, in which academics engage with each other about matters of teaching and learning, the curriculum and their own development. This has important implications for a university to ensure that the climate for dialogue is open and encouraging of diverse opinions.
A third highlight was the closing session. Here Leila Kagee from the Faculty of Education concluded her comments by reading to us a beautiful poem, included here.
Finally Michalinos presented us with an important set of questions to challenge and trouble ourselves, and to ask, are our teaching interventions really an example of socially just pedagogies. Michalinos' opening presentation and closing response are provided at the end of this blog entry.
Socially Just Pedagogies through the lens of 'new pedagogy studies' and in the aftermath of the 'affective turn' from Brenda Leibowitz