Learner-centred pedagogy framing authentic identity and positionality in Higher Education.

Hayes, Catherine and Corrie, Ian ORCID: https://orcid.org/0000-0002-3488-9691 (2020) Learner-centred pedagogy framing authentic identity and positionality in Higher Education. In: Inoue-Smith, Yukiko and McVey, Troy, (eds.) Optimizing Higher Education learning through activities and assessments. IGI Global, pp. 77-95. Item availability may be restricted.

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Abstract

This chapter examines the interrelationship between the learner and their authentic identity in the context of learning. This necessitates the delineation of where personhood ends and learner identity begins and lends itself to a debate as to whether the two by virtue of their relationship are irrevocably enmeshed. Being able to explore perspectives in individual learning provides an insight into how learner-centred pedagogical approaches open the door to lifelong learning via the empowerment and intrinsic motivation of personhood. It is this personhood, or character, which, once harnessed, can drive cultural transformation, processes of critical reflexivity, and epistemic understanding of education as an embedded part of life and individuality, rather than a commodity simply to be acquired.

Item Type:	Book Section
Publisher:	IGI Global
ISBN:	978-1799840367
Departments:	Institute of Health > Continuing Development and Health Leadership
Depositing User:	Christian Stretton
Date Deposited:	26 Aug 2020 13:28
Last Modified:	11 Jan 2024 16:31
URI:	https://insight.cumbria.ac.uk/id/eprint/5670