Equitable teaching for cultural and linguistic diversity: exploring the possibilities for engaged pedagogy in post-COVID-19 higher education

While the impacts of COVID-19 on higher education are still unfolding, it is clear that the disruption caused by the pandemic has provided a warrant to re-consider existing teaching and learning practices. We provide a reading on whether existing teaching and learning practices should be retained or...

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Published inEducational review (Birmingham) Vol. 74; no. 3; pp. 444 - 459
Main Authors Baker, Sally, Anderson, Joel, Burke, Rachel, De Fazio, Teresa, Due, Clemence, Hartley, Lisa, Molla, Tebeje, Morison, Carolina, Mude, William, Naidoo, Loshini, Sidhu, Ravinder
Format Journal Article
LanguageEnglish
Published Birmingham Routledge 16.04.2022
Taylor & Francis Ltd
Subjects
care
Caring
College Faculty
College Students
Cooperative learning
COVID-19
Cultural differences
Cultural instruction
culturally and linguistically diverse migrants and refugees
Disruption
Electronic Learning
engaged pedagogy
Foreign Countries
Higher Education
Inclusive education
Internet
Language diversity
Learner Engagement
Learning
Migrants
Multicultural education
Multiculturalism & pluralism
Pandemics
Pedagogy
Refugees
Student Attitudes
Student Diversity
Student-centered learning
Teacher Attitudes
Teaching
Teaching Methods
Australia
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Summary:While the impacts of COVID-19 on higher education are still unfolding, it is clear that the disruption caused by the pandemic has provided a warrant to re-consider existing teaching and learning practices. We provide a reading on whether existing teaching and learning practices should be retained or whether new practices can and should emerge through the lens of culturally and linguistically diverse migrant and refugee (CALDMR) students. These students already experienced significant educational disadvantage before the pandemic moved teaching and learning online. Drawing on findings from an Australian study that explores the experiences of both university students and staff, we question whether these experiences offer hope for what bell hooks calls engaged pedagogy - as a form of university teaching and learning that is more caring, more student-centred and collaborative, and more exciting.
ISSN:0013-1911
1465-3397
DOI:10.1080/00131911.2021.2015293