Abstract
Utilising emancipatory approaches to educational technology in higher education allows welcoming creative and artistic modes of inquiry. This article presents two methods, a virtual makerspace and a guided fantasy story that were applied in a project concerned with rewilding higher education pedagogy. It is argued that the methods encouraged curiosity and care to address diversity and inclusion. They afforded mindfulness of individual needs and welcomed explorations of new directions that challenged potential biases (gender, race, disability or professionality). The article illustrates how these two methods may offer a safe space to dream and imagine educational spaces.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
