Care-Centred Pedagogy Through Active Learning And Innovative Assessment

Abstract

The discourse of ‘care centred pedagogy’ has gained significant momentum in recent decades. Authors such as Lynch (2010 & 2015) and Noddings (2013) have highlighted the dangers of ‘care-less’ education environments associated with increasingly marketized, neo-liberal agendas (preoccupied primarily with measurable outputs, numbers and performativity metrics). There has therefore been a counter movement that increasingly values care centred pedagogies and climates of care. Care centred pedagogies and their positive impact on student motivation, and inclusion have subsequently been well documented by authors such as: Motta and Bennett (2018), Palahicky et.al. (2019) and Bali (2021). TUS-MMW is therefore committed to a care-centred pedagogy, which places ‘human relationality’ at the core of our teaching and learning. 'Pedagogies of care, including transition pedagogies' is a key pillar in our new TUS-MMW Learning, Teaching and Assessment Strategy (2022). It is a commitment to a socially just, inclusive, and enriching learning experience for all our students. It is about an authentic educator presence, where our pedagogical practice reflects the importance of the social and the relational. A care-centred philosophy enables and nurtures “climates of care” (Noddings, 1984) where our learners, teachers and support staff feel valued, respected and connected as part of a learning community of equality, trust and fairness (O’ Connell and Ryan 2022). We are committed to creating a ‘community of practice’ as colleagues who attend regularly to the underlying purpose of our programmes and critically discuss pedagogical issues, in a supportive collegial environment.