Beyond critical pedagogy of place: sensory-embodied learning through the university campus

The COVID-19 pandemic has revealed an alarming chasm between traditional higher education pedagogies and the lived experiences of students, posing new challenges to educators worldwide . Addressing this, our study proposes a curricular paradigm shift that foregrounds sensory and embodied learning. I...

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Detalles Bibliográficos
Autores: Gutiérrez Ujaque, Daniel, Montserrat Degen, Monica
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2023
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10459.1/465333
Acceso en línea:https://doi.org/10.1080/03098265.2023.2267489
https://hdl.handle.net/10459.1/465333
Access Level:acceso abierto
Palabra clave:Critical pedagogy of place
Higher education
Sensory experience
Embodiment
University campus
Teaching innovation
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spelling Beyond critical pedagogy of place: sensory-embodied learning through the university campusGutiérrez Ujaque, DanielMontserrat Degen, MonicaCritical pedagogy of placeHigher educationSensory experienceEmbodimentUniversity campusTeaching innovationThe COVID-19 pandemic has revealed an alarming chasm between traditional higher education pedagogies and the lived experiences of students, posing new challenges to educators worldwide . Addressing this, our study proposes a curricular paradigm shift that foregrounds sensory and embodied learning. Influenced by a Critical Pedagogy of Place framework, we conceptualize the delivery of an urban studies module as an experience-centred encounter with the campus. Our research examines the implications of incorporating course activities and teaching styles that promote sensory-embodied forms of learning and their potential to break free from the confines of the physical classrooms. Empirical evidence from our study demonstrates a remarkable 87% increase in student theoretical comprehension, heralding the transformative potential of turning university campuses into sensorial and embodied critical spaces. Such a transformative pedagogical approach critically questions the outmoded banking education model and encourages students to interrogate deep-seated social and cultural norms and practices. In pushing the boundaries of traditional pedagogy, our study suggests the need to revamp higher education learning experiences to resonate more closely with contemporary students’ lived experiences.Taylor and Francis Group2023info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://doi.org/10.1080/03098265.2023.2267489https://hdl.handle.net/10459.1/465333reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésReproducció del document publicat a https://doi.org/10.1080/03098265.2023.2267489Journal of Geography in Higher Education, 2023, vol. 48, núm. 4, p. 537–556cc-by-nc-nd (c) Daniel Gutiérrez-Ujaque, Monica Montserrat Degen, 2023Attribution-NonCommercial-NoDerivatives 4.0 Internationalinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/oai:recercat.cat:10459.1/4653332026-05-29T05:05:01Z
dc.title.none.fl_str_mv Beyond critical pedagogy of place: sensory-embodied learning through the university campus
title Beyond critical pedagogy of place: sensory-embodied learning through the university campus
spellingShingle Beyond critical pedagogy of place: sensory-embodied learning through the university campus
Gutiérrez Ujaque, Daniel
Critical pedagogy of place
Higher education
Sensory experience
Embodiment
University campus
Teaching innovation
title_short Beyond critical pedagogy of place: sensory-embodied learning through the university campus
title_full Beyond critical pedagogy of place: sensory-embodied learning through the university campus
title_fullStr Beyond critical pedagogy of place: sensory-embodied learning through the university campus
title_full_unstemmed Beyond critical pedagogy of place: sensory-embodied learning through the university campus
title_sort Beyond critical pedagogy of place: sensory-embodied learning through the university campus
dc.creator.none.fl_str_mv Gutiérrez Ujaque, Daniel
Montserrat Degen, Monica
author Gutiérrez Ujaque, Daniel
author_facet Gutiérrez Ujaque, Daniel
Montserrat Degen, Monica
author_role author
author2 Montserrat Degen, Monica
author2_role author
dc.subject.none.fl_str_mv Critical pedagogy of place
Higher education
Sensory experience
Embodiment
University campus
Teaching innovation
topic Critical pedagogy of place
Higher education
Sensory experience
Embodiment
University campus
Teaching innovation
description The COVID-19 pandemic has revealed an alarming chasm between traditional higher education pedagogies and the lived experiences of students, posing new challenges to educators worldwide . Addressing this, our study proposes a curricular paradigm shift that foregrounds sensory and embodied learning. Influenced by a Critical Pedagogy of Place framework, we conceptualize the delivery of an urban studies module as an experience-centred encounter with the campus. Our research examines the implications of incorporating course activities and teaching styles that promote sensory-embodied forms of learning and their potential to break free from the confines of the physical classrooms. Empirical evidence from our study demonstrates a remarkable 87% increase in student theoretical comprehension, heralding the transformative potential of turning university campuses into sensorial and embodied critical spaces. Such a transformative pedagogical approach critically questions the outmoded banking education model and encourages students to interrogate deep-seated social and cultural norms and practices. In pushing the boundaries of traditional pedagogy, our study suggests the need to revamp higher education learning experiences to resonate more closely with contemporary students’ lived experiences.
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.1080/03098265.2023.2267489
https://hdl.handle.net/10459.1/465333
url https://doi.org/10.1080/03098265.2023.2267489
https://hdl.handle.net/10459.1/465333
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a https://doi.org/10.1080/03098265.2023.2267489
Journal of Geography in Higher Education, 2023, vol. 48, núm. 4, p. 537–556
dc.rights.none.fl_str_mv cc-by-nc-nd (c) Daniel Gutiérrez-Ujaque, Monica Montserrat Degen, 2023
Attribution-NonCommercial-NoDerivatives 4.0 International
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/
rights_invalid_str_mv cc-by-nc-nd (c) Daniel Gutiérrez-Ujaque, Monica Montserrat Degen, 2023
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Taylor and Francis Group
publisher.none.fl_str_mv Taylor and Francis Group
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
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