Teaching is crucial for supporting students chances of success in higher education, yet often makes limited use of theory to foster contextualized, systemic understandings of access and success. Theorized yet practical ways of empowering university educators are needed to develop their practices and turn access into success for their students. This book harnesses Legitimation Code Theory LCT to inspire university educators to understand, reimagine and create socially just teaching and learning practices. Chapters bring this powerful theory to bear on real-world examples of curriculum design, inclusive practices, cumulative learning, assessment practices, and reflection. Each chapter guides the reader through these cutting-edge ideas, illustrates how they can make real differences in practice, and sets out ways of thinking that educators integrate those ideas into practice. The outcomes will help students access the powerful knowledge and ways of knowing they need for success in higher education.
Recenzijos
Turning Access into Success sets out both a principled case for a more socially just higher education and a toolkit for making this happen. This is the bridge we need between genericism and the realities of disciplinary practices, social contexts and the lives of our students, in all their complexity and richness. Heartfelt, committed and inspiring. Rigorously theorised and deeply practicable-Steve Kirk, Professor (Teaching), Durham University, UK
LCT provides a really useful set of tools for academic teachers to use to ensure that their work is as inclusive as possible. This book explains and exemplifies those tools in ways that should be accessible to all who have a concern for social justice in higher education-Chrissie Boughey, Professor Emeritus, Rhodes University, South Africa
Chapter 1: Context is key: Laying the foundations for better teaching
and learning practices
Chapter 2: Creating a responsive curriculum:
Specializing knowledge and knowers for success.
Chapter 3: Can we change the
university? Critiquing exclusion in the curriculum.
Chapter 4: Enabling
cumulative learning: Teaching students to surf waves of meaning.
Chapter 5:
Show me what youve learned: Guiding cumulative assessment practice.
Chapter 6: Learning through reflection: Sustainable feedback and evaluation
practices.
Chapter 7: Afterword: From access to success
Sherran Clarence is a Research Associate in the Centre for Research, Teaching and Learning (CHERTL) at Rhodes University, South Africa. Her research and practice focus on academic staff and student development in the areas of literacies, academic writing, doctoral knowing and becoming, and teaching and learning development in higher education.
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