Metamodern sensibilities: Toward a pedagogical framework for a wicked world

Bowman, Sarah, Salter, Josh, Stephenson, Carol and Humble, Darryl (2022) Metamodern sensibilities: Toward a pedagogical framework for a wicked world. Teaching in Higher Education. pp. 1-20. ISSN 1356-2517 (In Press)

Preview	Text (Advance online version) Metamodern sensibilities toward a pedagogical framework for a wicked world.pdf - Published Version Available under License Creative Commons Attribution 4.0. Download (2MB) | Preview
Preview	Text Deposited_Paper_for_TIHE_R1_MinusAbstract_names.pdf - Submitted Version Download (706kB) | Preview

Abstract

This paper identifies the need for a pedagogical re-orientation in UK higher education to prepare graduates to overcome wicked problems. In addition to key knowledge sets, graduates need attributes of critical self-reflection, risk-awareness and management, collaboration, creativity, agility, reflexivity – enabling the ability to manage the unknown. In response, researchers have acknowledged the importance of pedagogies that are risk-oriented, creative, and reflective to remedy modernist banking methods. This paper acknowledges that while such pedagogies are underutilised, an antagonistic dichotomy between modernist banking methods (bad) and enquiry and risk-oriented approaches (good) is unhelpful as both approaches are necessary. This paper develops a metamodern framework to guide pedagogic practices to facilitate a disposition among learning strategists and practitioners which embraces oscillation between banking and radical pedagogic approaches. In turn this enables the development of student sensibilities, empowering them to challenge the growing wickedness with which they must do battle.

Actions (login required)

View Item

Downloads