Abstract
The purpose of this paper is to consider the following two notions; (1) that the use of ‘informal education pedagogies’ within teaching and learning in the ‘academy’ can both support the learning process within the ‘classroom’ but also transcend to society via students; and (2) that synergies exist between informal education and social pedagogical concepts. The discussions are situated from the perspective of an experienced practitioner and academic who is currently teaching youth related degree courses within a Higher Education Institution. This experiential learning has informed knowledge acquisition, understanding and skills application from professional practice to the teaching environment. An experiential learning perspective will be the primary method adopted; the value of this paper lies in its potential to re-affirm that degree courses which embed a ‘practice the practice’ approach in their teaching methodology support the embedding of core values of the said discipline. The paper argues that the ethically value-based principles and practice of informal education pedagogy, and social pedagogy, are relevant for the current and post COVID-19 pandemic environment.
Highlights
This discussion paper poses an overarching argument that informal education pedagogies have value to teaching and learning in universities for their own practice and for creating future and/or broader social relations.Firstly, the notion that the academic role may have a ‘duality’ function through a combination of academic and practitioner activity will be explored
It explored the notion that the academic role may have a ‘duality’ function through a combination of academic and practitioner activity
Examples of informal education pedagogic concepts for teaching and learning within educational practices were presented for consideration
Summary
This discussion paper poses an overarching argument that informal education pedagogies have value to teaching and learning in universities for their own practice and for creating future and/or broader social relations. Examples of informal education pedagogic concepts for teaching and learning within Higher Education/university educational practices will be presented for consideration It argues that synergies between ‘pedagogies’, informal education pedagogy and social pedagogy’, have the same value base and draw upon the same range of methods/approaches. The following section will consider how informal education pedagogies could be drawn upon within differing learning settings, posing the argument, for example, that it could be utilised within a lecture theatre. Such teaching and learning pedagogy could be drawn upon in any setting and context as a vehicle to explore the subject matter. It will argue that student practice in the field is influenced by the pedagogical style they have experienced within their learning
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