Principles for a pedagogy of unlearning
作者: McLeodThakchoeHunterVincentBaltra-UlloaMacDonald
作者单位: 1Department of Sociology and Criminology , University of Tasmania , Launceston , Australia
2Department of Philosophy and Gender Studies , University of Tasmania , Hobart , Australia
3School of Education , University of Tasmania , Hobart , Australia
4Department of Social Work , University of Tasmania , Hobart , Australia
5School of Education , University of Tasmania , Launceston , Australia
刊名: Reflective Practice, 2020, Vol.21 (2), pp.183-197
来源数据库: Taylor & Francis Journal
DOI: 10.1080/14623943.2020.1730782
关键词: UnlearningReflective practiceInterdisciplinary collaborationArts-informedProfessional practiceMentoring
原始语种摘要: ABSTRACT(#br)In this article we make the case that ‘unlearning’ is an important dimension of professional reflective practice that can offer new insights when done collaboratively. We do so as an interdisciplinary group of academics interested in ‘undoing’ the conventional and individualising norms of reflective practice in academic settings, particularly when it comes to planning and reflecting on group processes for research. In the process of planning a project to investigate mentoring in the professions of social work and teaching, we reflected on our own collaborative academic practices through co-facilitated discussion, the creation of visual ‘d/artaphacts’, written reflections on our perceptions of ‘unlearning’ and academic collaboration, and reviewing how our diverse disciplines...
全文获取路径: Taylor & Francis  (合作)

  • pedagogy 教育学
  • reflective 反射的
  • teaching 教学
  • reviewing 检查
  • practice 实践
  • approaching 近似
  • academic 科学院的
  • engaged 占线的
  • planning 计划
  • professional 专业的