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dc.contributor.authorGrant, Suzanne Lisa Parker
dc.contributor.authorHurd, Fiona
dc.date.accessioned2010-07-19T23:32:00Z
dc.date.available2010-07-19T23:32:00Z
dc.date.issued2010
dc.identifier.citationGrant, S. & Hurd, F. (2010). Incorporating critical pedagogy into the scholarship of teaching and learning: making the journey alongside our students. International Journal of the Scholarship of Teaching and Learning, 4(2), 1-12.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/4168
dc.description.abstractIn this paper we draw on our teaching and learning experiences in the management classroom, to illustrate how reflective teaching practices and experiential learning can be used to incorporate critical pedagogy into the SoTL. The exercise described within is one which, at first glance, appears very simple and straight forward, and is perhaps the most basic example of all our experiential practices. However, we found this simple exercise to have powerful learning and reflection effects for both the students and ourselves. This experience, and our subsequent pedagogical reflection, reaffirms the need for educators to remain present in the classroom, and reflective about the impacts of their teaching practices on students.en_NZ
dc.language.isoen
dc.publisherCTR for Excellence in Teachingen_NZ
dc.relation.urihttp://academics.georgiasouthern.edu/ijsotl/v4n2/essays_about_sotl/_GrantHurd/index.htmlen_NZ
dc.subjectmanagement studiesen_NZ
dc.subjectteachingen_NZ
dc.subjectlearningen_NZ
dc.titleIncorporating critical pedagogy into the scholarship of teaching and learning: making the journey alongside our studentsen_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfInternational Journal for the Scholarship of Teaching and Learningen_NZ
pubs.begin-page1en_NZ
pubs.elements-id35055
pubs.end-page12en_NZ
pubs.issue2en_NZ
pubs.volume4en_NZ


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