Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing
AffiliationUniversity of the West of England; University of Chester; University of the West of England; Université du Québec en Outaouais
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AbstractDespite emotion being recognised as fundamental to learning, the affective aspects of learning have often been side-lined in higher education. In the context of rising student wellbeing challenges, exploring ways of supporting students and their emotions in learning is increasingly significant. Pedagogic partnerships have the potential to help students to recognise and work with their emotions in their learning in a positive manner. As such, pedagogic partnerships offer opportunities to promote resilience and enhance student wellbeing. In this paper, we develop partnership research in three ways by: 1) considering the ways in which pedagogic partnership may support students to encounter emotions and empower them to develop resilience, leading to positive wellbeing; 2) exploring how this process might be achieved in the disciplinary context of geography; and 3) developing an evidence-based model to summarise the potential effect of pedagogic partnership in enhancing student wellbeing. We draw upon two case studies of student-faculty and student-student pedagogic partnership within geography curricula in order to evidence that emotional awareness in learning comes through the joys and struggles of working in partnership. We argue that pedagogic partnership may be developed to support the wellbeing of modern-day higher education communities.
CitationHill, J., Healey, R. L., West, H. & Déry, C. (2019). Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing, Journal of Geography in Higher Education.
PublisherTaylor & Francis
DescriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education on 2019-09-17, available online: https://doi.org/10.1080/03098265.2019.1661366
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