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- W4386190392 abstract "The COVID-19 pandemic sparked an unprecedented expansion of educational technologies and digitisation of the university sector, and also amplified existing inequalities and crises. In this paper, we introduce the ‘socio-technically just pedagogies framework’ to systemically explore curriculum-making, student-staff partnerships, knowledge production, and networked capabilities in higher education. This conceptual innovation seeks to (re)articulate pedagogy across four aspects: (i) a commitment to curriculum-making as a form of everyday activism; (ii) a nurturing of student-staff coalitions to expand student-staff partnerships; (iii) development of generative spaces for transdisciplinary co-creation; and (iv) the deliberation of networked capabilities. This framework emerged from a partnership with students at an Australian university that sought to experiment with pedagogical practices and possibilities. Our coalition then responded to the framework to illicit collective insights about the curriculum-making phenomenon. The framework seeks to articulate curriculum-making initiatives that collectively enact socio-technically just pedagogies." @default.
- W4386190392 created "2023-08-27" @default.
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- W4386190392 date "2023-08-26" @default.
- W4386190392 modified "2023-09-28" @default.
- W4386190392 title "Socio-technically just pedagogies: a framework for curriculum-making in higher education" @default.
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- W4386190392 doi "https://doi.org/10.1080/17439884.2023.2237884" @default.
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