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Global perspectives: Using what students say to enhance our practice

Explore the power of student opinions in curriculum design to deepen learning on freedom and citizenship. Utilize a 'bottom-up' approach to create institutional change and foster new learning cultures with international perspectives. Learn how student voices can shape pedagogy and create global awareness in academic settings.

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Global perspectives: Using what students say to enhance our practice

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  1. Global perspectives: Using what students say to enhance our practice Juliet Henderson jhenderson@brookes.ac.uk Jane Spiro@brookes.ac.uk

  2. Student voicesdiverse individual localglobalcollective • Student opinion as tool in curriculum design enhancing students’ deep learning about freedom and citizenship (Dewey, 1966) • Synergy resulting from ‘bottom up’ construction of what is right within institutional structures (Habermas,1979) • A force of change key to co-construction of new learning cultures

  3. One voice among many ‘So often it just takes one person to change the situation’

  4. Some aims of internationalisation? To prepare students for: ‘… performing (professionally, socially, emotionally) in an international and multicultural context.’ Nilsson (2002:22) To develop global perspectives in the curriculum. This involves: ‘… taking a broader, more critical view of experience, knowledge and (…) the links between our own lives and those of people throughout the world’ Bournemouth University (Brookes IoC website)

  5. Gathering student voices • Semi-structured interviews with 8 – 12 broad focus questions • Students in the following disciplines: Languages, Planning, Architecture, History, Communication, Education, Sports and Coaching, International Relations • 46 students in small groups from pairs to 6 • Interviews conducted June – Dec. 2007

  6. Interpreting student voices • ‘bottom up approach’: (grounded theory) Data as starting point: theory emerges from analysis • Theorised approach: Starting with graduate competences and coding alongside these Blend the two approaches to form an integrated response

  7. Emerging frameworks

  8. Responding • Content within subject disciplines • Pedagogy: activities, task design and assessment • Outside the class environment

  9. References • Dewey, J. (1966) Democracy and Education, London: Free Press; Macmillan • Habermas, J. (1979) Communication and the Evolution of Society, London: Heinemann Educational

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