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Arts and Humanities in Higher Education最新文献

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Playful approaches to learning as a realm for the humanities in the culture of higher education: A hermeneutical literature review 在高等教育文化中，作为人文学科领域的好玩的学习方法:解释学文献综述
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2021-11-13 DOI: 10.1177/14740222211050862
J. Jensen, Oline Pedersen, Ole Lund, H. Skovbjerg
{"title":"Playful approaches to learning as a realm for the humanities in the culture of higher education: A hermeneutical literature review","authors":"J. Jensen, Oline Pedersen, Ole Lund, H. Skovbjerg","doi":"10.1177/14740222211050862","DOIUrl":"https://doi.org/10.1177/14740222211050862","url":null,"abstract":"This article presents playfulness as an emerging approach to learning in higher education that emphasises the arts and humanities across disciplines. The article is based on a qualitative, hermeneutical literature review in light of educational culture in higher education. The literature review indicates that playful approaches to learning stand in opposition to educational cultures that focus on rapidness and student performance. However, an educational culture of play is about to establish itself, and this culture of play emphasises creativity in learning and human flourishing in education, perspectives that are connected to arts and humanities. The main findings cultures of time, performance and play lead to several questions about societal, institutional, and organisational educational culture, and regarding approaches to teaching, learning, humanity and society. The main contribution of this article is that a focus on playfulness offer the field of arts and humanities new possibilities in future education.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46650695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
Speculating on the liberal arts: Exploring possible futures for humanities education 对文科的思考：探索人文教育可能的未来
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2021-11-11 DOI: 10.1177/14740222211050551
Sean Steele
{"title":"Speculating on the liberal arts: Exploring possible futures for humanities education","authors":"Sean Steele","doi":"10.1177/14740222211050551","DOIUrl":"https://doi.org/10.1177/14740222211050551","url":null,"abstract":"The article draws on concepts from speculative design to explore an alternative educational group existing outside the boundaries of an accredited university. Inspired by the imaginative approach of speculative design, I propose a small-scale reading and discussion group as a pathway to explore possible futures open to aspects of humanities education. The concept aims to reposition elements of the humanities from within the degree-granting Canadian university space to engage the wider public through a network meant to ideally foster an interconnected community of learners. This rhizomatic network would provide avenues for those without the means, access, or desire to pursue post-secondary education in the humanities to engage in questions that are relevant to their lived experience. I use an inquiry-based model of learning to explore probable, plausible, and preferable futures for liberal arts education as a way to challenge some current modes of thinking and provoke further discussion and research.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42249170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Teaching historical literacies to digital learners via popular culture 通过流行文化向数字化学习者传授历史知识
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2021-11-08 DOI: 10.1177/14740222211050566
R. Evans, Sarah Midford
{"title":"Teaching historical literacies to digital learners via popular culture","authors":"R. Evans, Sarah Midford","doi":"10.1177/14740222211050566","DOIUrl":"https://doi.org/10.1177/14740222211050566","url":null,"abstract":"We argue that students can understand an historical period by building on the foundations of their existing knowledge. Specifically, popular media can be used to develop students’ historical literacies – that is their ability to engage with past societies vastly different from their own. Our methodology takes inspiration from the ancient Romans’ own partial literacies and utilises pedagogy drawn from Classical Reception Studies, which examines how the ancient world has been subsequently reinvented in everything from poetry to cinema. While traditional methods of teaching Classics potentially alienate learners and entrench the discipline’s elitism, we advocate learning about the past from a point of familiarity. Harnessing familiar texts and platforms to teach history can engage non-traditional learners and develop their historical literacies by leveraging pre-existing digital literacies. Furthermore, digital pedagogy fosters in students a sense that they can valuably contribute to disciplinary knowledge by recontextualising ancient sources.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49092086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A critical appraisal of interdisciplinary research and education in British Higher Education Institutions: A path forward? 对英国高等教育机构跨学科研究和教育的批判性评价：前进的道路？
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2021-09-29 DOI: 10.1177/14740222211026251
L. Evis
{"title":"A critical appraisal of interdisciplinary research and education in British Higher Education Institutions: A path forward?","authors":"L. Evis","doi":"10.1177/14740222211026251","DOIUrl":"https://doi.org/10.1177/14740222211026251","url":null,"abstract":"This article examines the development, impact and integration of interdisciplinary approaches in British Higher Education Institutions. It evaluates how the concept of interdisciplinarity has become popularised over time and embraced by disciplines such as archaeology. It then explores the extent to which interdisciplinary approaches have impacted research agendas, first, by evaluating the interdisciplinary research calls from 2019 for seven UK-based research councils and then, at a discipline level, using archaeology as an exemplar. Overall, interdisciplinary research calls only accounted for, at best, 11.9% of a council’s budget. Interrogation of the funding requirements of four of the largest archaeological-research funders demonstrated that successful archaeology-themed grant applications are reliant on interdisciplinarity. The influence of interdisciplinarity on British University’s research and education agendas was examined through analysing the strategic plans of eight universities, followed by an analysis of the availability and potential benefits of interdisciplinary undergraduate and research programmes. This indicated that interdisciplinary approaches are interwoven into university’s research aspirations but displayed variation in relation to their educational goals, with only 20% of institutions offering specific interdisciplinary degree programmes. Despite this, the skillset and research outputs produced as a result of interdisciplinary collaboration were found to be highly valued, thereby suggesting that interdisciplinarity will increasingly feature in the research and education strategies of British universities.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44687397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Developing student capacity to produce digital scholarship in the humanities 培养学生在人文学科中创造数字学术的能力
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2021-09-16 DOI: 10.1177/14740222211045246
K. Schrum
{"title":"Developing student capacity to produce digital scholarship in the humanities","authors":"K. Schrum","doi":"10.1177/14740222211045246","DOIUrl":"https://doi.org/10.1177/14740222211045246","url":null,"abstract":"Despite the increased use of technology in higher education classrooms, we need a better understanding of pedagogical strategies that improve student ability to produce quality scholarly digital content in the humanities. This research was designed to examine student learning through scholarly digital storytelling, a technology-enhanced assessment. The researcher collected data during and after an interdisciplinary, graduate scholarly digital storytelling course, including student work, student reflections, and individual interviews, to examine experiences at key points throughout the learning process. The results indicate that this pedagogical approach, when carefully scaffolded alongside formative feedback and ongoing student support, can increase student capacity—including digital agency, problem-solving skills, and digital knowledge production skills—to produce scholarly digital work in the humanities. Students can also learn to understand the interplay between disciplinary learning and digital skills and the ways in which both are essential for scholarly communication within and beyond the classroom.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44618273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Student and tutor perceptions of the pedagogical potential and challenges of design jury as an assessment method 学生和导师对设计评审团作为一种评估方法的教学潜力和挑战的看法
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2021-08-20 DOI: 10.1177/14740222211039958
D. Yorgancıoğlu, Sevinç Tunalı, Meltem Çetinel
{"title":"Student and tutor perceptions of the pedagogical potential and challenges of design jury as an assessment method","authors":"D. Yorgancıoğlu, Sevinç Tunalı, Meltem Çetinel","doi":"10.1177/14740222211039958","DOIUrl":"https://doi.org/10.1177/14740222211039958","url":null,"abstract":"This article examines the pedagogical potential and challenges of the design jury as an assessment method from the perceptions of the tutor/jury member and the design students. It aims to gain an understanding of the factors that create opportunities for, and barriers to, the promotion of learning in the design jury. It inquires the possible contributions of the jury into formative evaluation processes in design education. The results show that (1) the communication modalities, and (2) the evaluation criteria influence the way tutors and students perceive design jury as a pedagogical method. While the hierarchy between the jury member and the student creates a barrier to constructive feedback, a balance between formative and summative evaluations is essential in the design jury. Transparency of evaluation criteria decreases design students’ concern for grade. The design jury could also serve for formative evaluation. A student-centred approach to design jury engenders experiences of deep learning.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43809506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Work placements in the media and creative industries: Discourses of transformation and critique in an era of precarity 媒体和创意产业的工作安排：不稳定时代的转型与批判话语
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2021-06-04 DOI: 10.1177/14740222211021337
Michelle Phillipov
{"title":"Work placements in the media and creative industries: Discourses of transformation and critique in an era of precarity","authors":"Michelle Phillipov","doi":"10.1177/14740222211021337","DOIUrl":"https://doi.org/10.1177/14740222211021337","url":null,"abstract":"As graduate labour market conditions have become increasingly challenging, higher education institutions have intensified their focus on ‘employability’ via strategies such as work placements. Focusing on work placements in the media and creative industries, this article identifies and analyses three key discourses that animate the pedagogical literature in these sectors: work placements as facilitating a ‘smooth transition’ to the labour market; work placements as a place in which inequalities in the labour market are (re)produced; and work placements as a space for fostering resilience and adaptation to labour market precarity. The article argues that critiques of inequalities based on race, class or gender are marked by a transformative impulse that is largely absent in critiques of those based on worker precarity. This highlights a need to adopt pedagogies that similarly unnaturalise the economic conditions of neoliberal capitalism to discursively (re)construct work in new, more socially just, ways.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14740222211021337","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48921790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
Exploring the integration of teaching and research in the contemporary classroom: An autoethnographic inquiry into designing an undergraduate music module on Adele’s 25 album 探索当代课堂教学与研究的整合:对设计阿黛尔25专辑的本科音乐模块的自我民族志调查
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2021-05-26 DOI: 10.1177/14740222211013759
C. Wiley
{"title":"Exploring the integration of teaching and research in the contemporary classroom: An autoethnographic inquiry into designing an undergraduate music module on Adele’s 25 album","authors":"C. Wiley","doi":"10.1177/14740222211013759","DOIUrl":"https://doi.org/10.1177/14740222211013759","url":null,"abstract":"This study seeks to investigate aspects of the relationship between the core academic activities of teaching and research in higher education, through a theoretically enriched discussion of the design of an innovative popular music module on Adele’s 25 album and its delivery to first-year undergraduates on a general-purpose music degree during the academic years 2015–21. Drawing on autoethnographic approaches, it contemplates the challenges associated with the execution of a module on genuinely contemporary topics, outlining the case for the importance of ensuring that university curricula remain up-to-the-minute as well as exploring strategies by which to realise this aspiration in the absence of a body of academic literature that might ordinarily have provided strong foundations for the content of such teaching. These lines of inquiry lead to consideration of broader questions concerning the evolving relationship between teaching and research in light of the substantial changes that have taken place within the UK higher education sector in recent years, as well as the possibilities for teaching-led research, developed exclusively for and in the academic classroom, as an alternative to the more traditional research-led teaching.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14740222211013759","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47252448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Reading texts, reading people: Cognitive literary science and pedagogy 阅读文本，阅读人:认知文学科学与教育学
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2021-04-29 DOI: 10.1177/14740222211013757
Amanda Tucker
{"title":"Reading texts, reading people: Cognitive literary science and pedagogy","authors":"Amanda Tucker","doi":"10.1177/14740222211013757","DOIUrl":"https://doi.org/10.1177/14740222211013757","url":null,"abstract":"Cognitive literary science has explored the the complex relationship between literary reading and social cognition. However, this insightful work about reading literature is frequently distanced from discussions about teaching literature. This essay discusses the results and ramifications of a pedagogical study conducted in two sections of an introductory literature course that was redesigned around cognitive literary studies. Qualitative and quantitative data is collected and analyzed in order to see if a pedagogy rooted in cognitive literary science affects students’ perspective-taking. The essay also illustrates how such a teaching practice might be incorporated into any undergraduate literature curriculum.","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14740222211013757","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44585128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Giovanna Fassetta, Nazmi Al-Masri and Alison Phipps (eds), Multilingual online academic collaborations as resistance: Crossing impassable borders Giovanna Fassetta, Nazmi Al-Masri和Alison Phipps(编)，多语言在线学术合作作为阻力:跨越不可逾越的边界
IF 1.1
Arts and Humanities in Higher Education Pub Date : 2021-04-27 DOI: 10.1177/14740222211010150
Toni McLaughlan
{"title":"Giovanna Fassetta, Nazmi Al-Masri and Alison Phipps (eds), Multilingual online academic collaborations as resistance: Crossing impassable borders","authors":"Toni McLaughlan","doi":"10.1177/14740222211010150","DOIUrl":"https://doi.org/10.1177/14740222211010150","url":null,"abstract":"In the area of academia, it is rare to find a book that is both filled with investigative rigor and emotionally powerful content. This is undoubtedly one such piece. The authors refer to it as a “multivocal book,” which is quite accurate, given the 17 contributors whose research spans four continents throughout the work’s nine chapters. With the humble priority of highlighting the impact that both the internet and the English language have had on populations in areas of the world that struggle to access basic needs, let alone educational resources, the authors remind us of our own academic privilege, noting that the finished, published, printed form of the book itself may ‘remain invisible’ (5) to many involved in creating it. We are reminded at the outset of each chapter just how “global” knowledge-sharing has become, and how many aspects of our own lives as academics we have likely grown to take for granted: participation in international conferences and collaborations, access to databases of countless international journals, or even just connection to a steady supply of electricity. Dually, we are reminded, or perhaps learning for the first time, of the harrowing obstacles of infrastructure and human suffering that some of the world’s most disenfranchised populations must overcome in order to attain the globally-shared resources that comprise what we now simply refer to as “education.” Throughout the collection of nine distinct studies, all chapters feature collaboration with the Islamic University of Gaza (IUG). The book begins with a necessary and human prologue that provides the university’s context, illustrating the reality of life in the Gaza Strip—an area suffering from high rates of unemployment and poverty resulting from an Israeli blockade that chokes the population, where ‘just about everybody has to survive on humanitarian aid’ and electricity Arts and Humanities in Higher Education","PeriodicalId":45787,"journal":{"name":"Arts and Humanities in Higher Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14740222211010150","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47202454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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