Speaker
ABSTRACT
Making sense of multiple viewpoints – particularly our own and those of the students we teach – is necessary for deepening our pedagogical understanding and practices, especially when we make fundamental shifts in (re-)conceptualising learner autonomy. This poster session explores one such shift in my own practices by examining how, in the 2024 academic year in a first-and second year English course on human rights, students used critical incident role-plays (involving two protagonists with different interests and power) to explore issues such as climate change, corporal punishment, and labour rights. In their final projects, each student presented their research in small groups, then invited listeners to act out a critical incident, before discussing the issue together. Enabling students to embody human rights issues from the inside, such role-plays proved challenging but engaging. Extended student reflections in weekly human rights diaries also provided fresh perspectives for me as the teacher in deconstructing and (re-)framing learner and teacher roles, critical thinking, and the role of evaluation, in this shift. In this presentation I focus on such reflective deconstruction, and the unexpected perspectives that it has opened up towards new pedagogical signatures for learner autonomy in human rights education.
KEYWORDS
multiple viewpoints
learner autonomy
critical incident role-plays
human rights
| TITLE | Towards new pedagogical signatures for learner autonomy |
|---|---|
| RELEVANT SIG | Learner Development |
| FORMAT | In-person interactive poster session |
