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Pedagogic partnership in higher education: encountering emotion in learning and enhancing student wellbeing
Hill, Jennifer Healey, Ruth L. West, Harry Dery, Chantal
Hill, Jennifer
Healey, Ruth L.
West, Harry
Dery, Chantal
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Publication Date
2019-09-17
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Abstract
Despite 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.
Citation
Hill, 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, 1-19.
Publisher
Taylor & Francis
Journal
Journal of Geography in Higher Education
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Type
Article
Language
en
Description
This 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
Series/Report no.
ISSN
0309-8265
EISSN
1466-1845