Session Information
27 SES 02 A, Comparing, Combining and Fostering Conceptual Framework in Didactics (Part 1)
Symposium to be continued in 27 SES 03 A
Contribution
This paper proposes a new theorization of co-creation in the curriculum and co-creation of the curriculum. It conceptualizes curriculum enactment as an ecology of participation in which students and lecturers work together. In developing this line of thinking, the paper brings together Bovill’s work on co-created curricula (Bovill, Cook-Sather and Felten, 2011; Bovill, 2013) and Taylor’s work on partnership and ethics (Taylor and Robinson, 2014; Taylor, 2015), and builds on these to outline four components of a relational ecology of participation. The paper’s theoretical proposals are underpinned by evidence from two case studies which utilized innovative approaches to curriculum co-construction. One case study engaged undergraduate students as curriculum partners in an authentic and complete cycle of academic knowledge production culminating in a web-journal of students’ articles, while the second case study engaged staff participants on a Postgraduate Certificate in Academic Practice in co-designing and co-teaching the process and content of a class on a Student Engagement course. The paper uses the two case studies to illuminate the entangled ethical relations required in ‘working together with’ and to explore what is to be gained when curriculum co-creation drives teaching, learning and assessment practices. From this analysis, we propose four components of a relational ecology of participation: ontology of becoming; acting well in relation; the transformative power of knowledge; and dealing with dissensus. The paper develops the argument that attending to ethics-in-action within both co-creation in the curriculum and co-creation of the curriculum provides the basis for new forms of participant pedagogy that reposition the student as producer, rework staff-student relations as a democratic educative practice, and contest the commoditization of knowledge.
References
Bovill, C. (2013) Students and staff co-creating curricula: an example of good practice in higher education? In Dunne, E. and Owen, D. (Eds) The student engagement handbook: practice in higher education. Bingley: Emerald. (Chapter 26, pp. 461-475) Cook-Sather, A., Bovill, C. and Felten, P. (2014) Engaging students as partners in learning and teaching: a guide for faculty. San Francisco: Jossey Bass. Taylor, C. A. and Robinson, C. (2014) ‘“What matters in the end is to act well”: Student engagement and ethics’, in Understanding and developing student engagement: perspectives from universities and students, Routledge. Edited by Colin Bryson, pp. 161 – 175.
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