Finding it sticky: ESJ and the foundation art, architecture and design course

Maier, Simone (2022) Finding it sticky: ESJ and the foundation art, architecture and design course. Investigations in university teaching and learning, 13. ISSN 1740-5106

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Abstract / Description

While devising a project proposal for the Curriculum Evaluation and Development module, I began researching curricular models suitable to my pedagogic context with the school of AAD. I found challenges in identifying models appropriate to the AAD context due to the ambiguity of creative practice and AAD’s fervent pursuit of Education for Social Justice (viz Education for Social Justice Framework, 2019 [ESJF]). Marrying ESJ with a curricular model was challenging because in seeking to welcome diverse student cohorts to develop socially engaged forms of creative practice, we (tutors) have to expand beyond the accepted canon and allow for new forms of knowledge

Item Type:	Article
Additional Information:	This article may not be reproduced in any form or by any means without the prior written permission of the publisher
Uncontrolled Keywords:	Investigations in university teaching and learning, Education for social justice, sticky curriculum, art and design curriculum
Subjects:	300 Social sciences > 370 Education
Department:	Centre for Professional Education and Development (CPED)
Depositing User:	John Desire
Date Deposited:	27 Jun 2022 08:45
Last Modified:	27 Jun 2022 09:26
URI:	https://repository.londonmet.ac.uk/id/eprint/7745

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