De-territorialisations for pedagogical co-creation: Challenging traditionalistic pedagogies with students in higher education

Journal article


Bustillos Morales, J. (2021). De-territorialisations for pedagogical co-creation: Challenging traditionalistic pedagogies with students in higher education. Journal of University Teaching and Learning Practice. 18 (7), pp. 214-227.
AuthorsBustillos Morales, J.
Abstract

The notion of pedagogy tends to be understood as the domain of teachers, this is a reductive way of thinking about pedagogy. Instead, in this paper I explore the heteroglossia of pedagogy through the Deleuzian-Guattarian notion of assemblage. Through this approach, pedagogy is an open debate which needs to involve students to co-create the learning environment in Higher Education (HE). Drawing on data collected with first year undergraduate students and through an action research methodological approach, I will argue that collaborative and progressive pedagogies in HE must go beyond the authority of the teacher and offer students in-class opportunities to negotiate the usual power relationships that characterise traditionalistic pedagogies. Whilst there is a stronger emphasis on engaging students differently in HE, it is important to also reflect on the dynamics that emerge from initiatives that seek to redress the pedagogical imbalances that the traditionalistic classroom perpetuates, such as enforcing a prescriptive curriculum where knowledge is transferable, inert and closely policed to satisfy performative regimes of assessment. I suggest that the notion of assemblages can help us understand the solidified and accepted classroom pedagogies as territories which are still normative in education, including HE, therefore, mapping out these territories open up possibilities for de-territorialisations.

KeywordsPedagogy; assemblages ; Deleuze and Guattari; territorialisations; de-territorialisations
Year2021
JournalJournal of University Teaching and Learning Practice
Journal citation18 (7), pp. 214-227
PublisherUniversity of Wollogong
Publication dates
Print07 Dec 2021
Publication process dates
Deposited04 Oct 2023
Publisher's version
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Open
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https://openresearch.lsbu.ac.uk/item/95091

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