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dc.contributor.authorBaker, Sally
dc.contributor.authorAnderson, Joel
dc.contributor.authorBurke, Rachel
dc.contributor.authorDe Fazio, Teresa
dc.contributor.authorDue, Clemence
dc.contributor.authorHartley, Lisa
dc.contributor.authorMolla, Tebeje
dc.contributor.authorMorison, Carolina
dc.contributor.authorMude, William
dc.contributor.authorNaidoo, Loshini
dc.contributor.authorSidhu, Ravinda
dc.date.accessioned2022-01-13T06:47:22Z
dc.date.available2022-01-13T06:47:22Z
dc.date.issued2022
dc.identifier.citationBaker, S. and Anderson, J. and Burke, R. and De Fazio, T. and Due, C. and Hartley, L. and Molla, T. et al. 2022. Equitable teaching for cultural and linguistic diversity: exploring the possibilities for engaged pedagogy in post-COVID-19 higher education. Educational Review.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/87250
dc.identifier.doi10.1080/00131911.2021.2015293
dc.description.abstract

While the impacts of COVID-19 on higher education are still unfolding, it is clear that the disruption caused by the pandemic has provided a warrant to re-consider existing teaching and learning practices. We provide a reading on whether existing teaching and learning practices should be retained or whether new practices can and should emerge through the lens of culturally and linguistically diverse migrant and refugee (CALDMR) students. These students already experienced significant educational disadvantage before the pandemic moved teaching and learning online. Drawing on findings from an Australian study that explores the experiences of both university students and staff, we question whether these experiences offer hope for what bell hooks calls engaged pedagogy – as a form of university teaching and learning that is more caring, more student-centred and collaborative, and more exciting.

dc.publisherTaylor & Francis
dc.titleEquitable teaching for cultural and linguistic diversity: exploring the possibilities for engaged pedagogy in post-COVID-19 higher education
dc.typeJournal Article
dcterms.source.issn0013-1911
dcterms.source.titleEducational Review
dc.date.updated2022-01-13T06:47:22Z
curtin.departmentSchool of Media, Creative Arts and Social Inquiry
curtin.accessStatusFulltext not available
curtin.facultyFaculty of Humanities
curtin.contributor.orcidHartley, Lisa [0000-0002-1812-1279]
curtin.contributor.scopusauthoridHartley, Lisa [44761290100]


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