Co-creation of learning and teaching, where students and staff
collaborate to design curricula or elements of curricula, is an
important pedagogical idea within higher education, key to meaningful
learner engagement and building positive student-staff relationships.
Drawing on literature from schools' education, and using a range of
examples from universities worldwide, this book highlights the benefits
of classroom-level, relational, dialogic pedagogy and co-creation. It
includes a focus on the classroom as the site of co-creation, examples
of practice and practical guidance, and a unique perspective in bringing
together the concept of co-creation with relational pedagogy within
higher education learning and teaching.
Critical Practice in Higher Education provides a scholarly and
practical entry point for academics into key areas of higher education
practice. Each book in the series explores an individual topic in depth,
providing an overview in relation to current thinking and practice,
informed by recent research. The series will be of interest to those
engaged in the study of higher education, those involved in leading
learning and teaching or working in academic development, and
individuals seeking to explore particular topics of professional
interest. Through critical engagement, this series aims to promote an
expanded notion of being an academic - connecting research, teaching,
scholarship, community engagement and leadership - while developing
confidence and authority.
