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Equitable Teaching for Cultural and Linguistic Diversity: Exploring the Possibilities for Engaged Pedagogy in Post-COVID-19 Higher Education

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Bibliographic Details
Title: Equitable Teaching for Cultural and Linguistic Diversity: Exploring the Possibilities for Engaged Pedagogy in Post-COVID-19 Higher Education
Language: English
Authors: Baker, Sally (ORCID 0000-0001-9143-5816), Anderson, Joel (ORCID 0000-0003-3649-2003), Burke, Rachel, De Fazio, Teresa, Due, Clemence (ORCID 0000-0001-6485-6076), Hartley, Lisa, Molla, Tebeje (ORCID 0000-0002-6848-3091), Morison, Carolina, Mude, William, Naidoo, Loshini, Sidhu, Ravinder
Source: Educational Review. 2022 74(3):444-459.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Diversity, Migrants, Refugees, COVID-19, Pandemics, Higher Education, Electronic Learning, College Students, Student Attitudes, College Faculty, Teacher Attitudes, Foreign Countries, Teaching Methods, Caring, Learner Engagement
Geographic Terms: Australia
DOI: 10.1080/00131911.2021.2015293
ISSN: 0013-1911
1465-3397
Abstract: While the impacts of COVID-19 on higher education are still unfolding, it is clear that the disruption caused by the pandemic has provided a warrant to re-consider existing teaching and learning practices. We provide a reading on whether existing teaching and learning practices should be retained or whether new practices can and should emerge through the lens of culturally and linguistically diverse migrant and refugee (CALDMR) students. These students already experienced significant educational disadvantage before the pandemic moved teaching and learning online. Drawing on findings from an Australian study that explores the experiences of both university students and staff, we question whether these experiences offer hope for what bell hooks calls engaged pedagogy -- as a form of university teaching and learning that is more caring, more student-centred and collaborative, and more exciting.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1354441
Database: ERIC
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Abstract:While the impacts of COVID-19 on higher education are still unfolding, it is clear that the disruption caused by the pandemic has provided a warrant to re-consider existing teaching and learning practices. We provide a reading on whether existing teaching and learning practices should be retained or whether new practices can and should emerge through the lens of culturally and linguistically diverse migrant and refugee (CALDMR) students. These students already experienced significant educational disadvantage before the pandemic moved teaching and learning online. Drawing on findings from an Australian study that explores the experiences of both university students and staff, we question whether these experiences offer hope for what bell hooks calls engaged pedagogy -- as a form of university teaching and learning that is more caring, more student-centred and collaborative, and more exciting.
ISSN:0013-1911
1465-3397
DOI:10.1080/00131911.2021.2015293