Abstract
This chapter takes an ecologically aware, post-humanist position in relation to the challenge of educating the ‘Citizen Scholar’ through innovative pedagogies. This means paying attention to the ‘more-than-human’ nature of our teaching and learning environments (Lenz Taguchi, 2010). This position de-centres the scholar in relation to the interplay of the multiple and changing forces that characterise our learning. Drawing on two ‘childhood pedagogies’, described in detail below, I discuss the dynamic intra-actions that play out in the classroom between students, teacher, materials, spaces, practices and texts.
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© 2016 Theresa Giorza
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Giorza, T. (2016). Playing with Learning: Childhood Pedagogies for Higher Education. In: Arvanitakis, J., Hornsby, D.J. (eds) Universities, the Citizen Scholar and the Future of Higher Education. Palgrave Critical University Studies. Palgrave Macmillan, London. https://doi.org/10.1057/9781137538697_16
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DOI: https://doi.org/10.1057/9781137538697_16
Publisher Name: Palgrave Macmillan, London
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