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Abstract
This paper maps our experience of conceptualising and teaching an interdisciplinary first-year undergraduate ‘Higher Education Orientation’ module against the seminal paper written by Lea and Street in 1998. We argue for third spaces within the curriculum and for practices that re-imagine what education is and what the university could be.
Highlights
In United Kingdom higher education students are said to ‘read for their degrees’
It tends to mean that our students cannot – or at least do not – engage in the sort of co- or extra-curricular activities that are said to be of most benefit to undergraduates: the clubs and societies that develop students, creating the networks - and feeding the joy – that makes them ready for the world – and for work
As emancipatory educationists we argue that this should be the ultimate goal of academia: for students to take control of their learning, finding their academic identities in ways that are recognised by the academy, but which they negotiate on their own terms
Summary
In United Kingdom higher education students are said to ‘read for their degrees’. This indicates that there is very little direct teaching, and if there is, it is often in a traditional lecture format, and that contact-time with academics, those members of the university who teach or research, is limited. In academia generally and in Becoming, this meant that students work together on projects, developing ideas and solutions, or plan and create their own learning sessions tailored to their needs and supported by others, who either are more experienced and knowledgeable or who have different experiences and knowledges.
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