Critical Studies in Teaching and Learning (CriSTaL) 2022-12-03T20:08:40+00:00 Daniela Gachago Open Journal Systems <p>Critical Studies in Teaching and Learning is a peer-reviewed journal that publishes scholarly articles and essays that describe, theorise and reflect on creative adn critical teaching and learning practice in higher (university) education continentally and globally. The editors welcome contributions that are challenge hegemonic discourse and/or reconfigure higher education teaching and learning. We invite and well-researched, whether they are analytical, theoretical or practice-based, as well as contributions that deal with innovative and reflective approaches to higher education teaching and learning. We are particularly interested in articles that have relevance to the South African educational context.</p> <p>&nbsp;</p> Editorial 2022-12-03T20:06:28+00:00 Mary Zournazi 2022-09-27T00:00:00+00:00 Copyright (c) 2022 Mary Zournazi Endless Study, Infinite Debt: On study inside and outside the university classroom 2022-12-03T20:08:40+00:00 Astrid Lorange Andrew Brooks <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>This paper begins by considering the state of higher education in Australia, following structural changes facilitated by the COVID-19 pandemic. We consider the longer-term effects of neoliberal ideology on the sector, charting the way that ongoing crises of/in higher education work to co-opt university workers and students into a position in which they are required to defend the idea of the university as a site of enlightenment. We then discuss the erosion of funding in the arts and argue that in concert with the diminished resourcing of the university, ad hoc social spaces within contemporary art have become temporary communities for study. We analyse a project of our own – Endless Study, Infinite Debt – which seeks to engage in the collective study of infrastructure, settlement, and racial capitalism. We consider how the university and art might be ambivalently engaged to practise forms of care and study against privatisation/professionalisation and towards solidarity.</p> </div> </div> </div> 2022-09-12T00:00:00+00:00 Copyright (c) 2022 Astrid Lorange, Andrew Brooks Caring for authors and activists in the classroom: An activist-caring teaching approach 2022-12-03T20:08:23+00:00 Nicholas Apoifis <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Neoliberal capitalist intrusions into university classrooms are pervasive, incessant, and pernicious. How we perform and enact care in classrooms is shaped by this prevailing ideology. However, its ideological and material reach is not absolute. Using insights from radical pedagogies, militant ethnographic, and narrative approaches, I reimagine and reconfigure care in the classroom by implementing an activist-caring teaching approach. I discuss the ways in which I practice and perform a relationship of care to writers and activists whose work and struggles I teach in my classes, struggles of resistance, emancipation, and revolution. Specifically, I lay out my own classroom strategies that enact this relationship, interactions with people some of whom are dead and many of whom I have never met. I argue that this is important for the practice of solidarity and radical notions of care and offers a novel way to resist and refuse neoliberal intrusions into university teaching spaces.</p> </div> </div> </div> 2022-09-12T00:00:00+00:00 Copyright (c) 2022 Nicholas Apoifis “The most seen I have ever felt”: Labour-Based Grading as a pedagogical practice of care 2022-12-03T20:07:50+00:00 Lorena Gibson Grant Otsuki Jordan Anderson <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>This paper discusses experiments with Labour-Based Grading (LBG) in undergraduate anthropology courses at Te Herenga Waka—Victoria University of Wellington. Since before the COVID-19 pandemic, we have been aware that our teaching was not serving students, especially those from different class backgrounds and historically marginalized communities, and those with learning disabilities or mental health issues. The challenges these students face are compounded by a secondary school education that does not adequately prepare them for university, leaving many feeling uncared for in the classroom. In response, we developed pedagogical practices of care using LBG. We discuss LBG as an assessment method that determines students’ grades based on the time and effort they spend on an assignment, instead of more conventional subjective criteria. We reflect on staff and student experiences with LBG to offer it as a model for a future of learning that actualizes care in the classroom.</p> </div> </div> </div> 2022-09-12T00:00:00+00:00 Copyright (c) 2022 Lorena Gibson, Grant Otsuki, Jordan Anderson Making time to care differently for food: The case for the Armidale Food School 2022-12-03T20:07:01+00:00 Jennifer Hamilton Nicolette Larder <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>This paper provides the scholarly rationale for the proposed Armidale Food School (AFS) in terms of investigating care’s role in the future of learning. We use Maria Puig de la Bellacasa’s influential study of care and environment to ground the analysis. Puig (2017) argues that undoing the ecological and social harms of the agri-food system requires time to tend to plants and soil in different and slower ways. We argue that making time for these ideal forms of ecological care is difficult in the new ‘asset’ economy. Time is used up working in office jobs to service increasing financial burdens of education and mortgage debt. Grounded in traditions of radical and anti- colonial pedagogy and postcapitalist politics, AFS teaches students to think in expansive, critical, and practical ways about the barriers to these ideal forms of care while seeding changes in social practice in relation to the food system.</p> </div> </div> </div> 2022-09-16T00:00:00+00:00 Copyright (c) 2022 Jennifer Hamilton, Nicolette Larder Reaching across from here to there, in precarious times 2022-12-03T20:06:44+00:00 Alys Longley Janaína Moraes Joanna Cook <p>How can we attend to students’ experience of agency, spatiality, sensation, mobility, freedom, and play in tertiary dance and interdisciplinary arts education, while working through lockdowns or in readiness for them? How do we cultivate care, joy, and imagination in such teaching-learning situations? How do we create spaces that are grounded and focussed while also creating maximum space for independence, idiosyncrasy, experimentation, delight in material practice and difference? This article responds to the above question through ten vignettes narrated by Alys – a Masters and PhD supervisor and Course Director teaching undergraduate courses, Janaína and Joanna – post graduate students and teaching assistants on the same courses. Concepts of weak theory, articulated by Biesta (2009) and Kosofsky Sedgwick (1993), and the poetics of care (Tronto, 1998) are core to this article, which posits that as educators our commitment to wellbeing and our acts of care are of utmost importance in precarious times.</p> <p>&nbsp;</p> 2022-09-16T00:00:00+00:00 Copyright (c) 2022 Alys Longley Creativity as care during COVID19: The domestic pedagogies of learning from home 2022-12-03T20:08:07+00:00 Bryoni Trezise <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>This article reflects upon relationships between pedagogy and domesticity in relation to a creative teaching philosophy of ‘critical care’. Two contexts frame this discussion. The first: the socio- economic levers that, prior to the pandemic, were working hard to reposition creativity as a 21st century skill demanded by employers and commodified in languages of entrepreneurial innovation by Higher Educational institutions. The second: the home-schooling conditions of Sydney’s twin pandemic waves, which for many, merged the homespace and workplace in ways not yet fully understood. In using pedagogy to bridge the logics of homespace and workplace during lockdown, I invoke a series of frameworks invested in expanded notions of creativity. These are performed as ‘intermezzo’: offering intercutting, non-finished evocations of the disrupted and scattered self. The haiku poetry of a group collaboration timestamps modes of paying attention as one pathway that counterpoints the neoliberalisation of creativity with small acts of everyday world-building.</p> </div> </div> </div> 2022-09-12T00:00:00+00:00 Copyright (c) 2022 Bryoni Trezise Learning with labyrinths 2022-12-03T20:07:34+00:00 Nicola Shaughnessy <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>This paper arises from a UK research project, Playing A/Part, which explores the identities and experiences of autistic girls through creative practices and the implications for pedagogy. Funded by the Arts and Humanities Research Council, the project was an interdisciplinary collaboration using mixed-measures and a creative and participatory approach to co-produce new knowledge about this under-represented group. The research engaged 77 girls, aged 11 to 16, in a range of educational settings: Special Educational Needs, mainstream, and selective. The focus of discussion is the emergence of the labyrinth as a creative tool for learning and well- being and the implications for care and learning in neurodivergent contexts. After contextualising the study in relation to research on autism and gender, the paper explains how labyrinths offered an appropriate ethical, aesthetic, and sensory space for the creative pedagogic practices within the research programme. The paper also considers the implications of the study for higher education in terms of teaching neurodivergent learners, and research approaches to autism.</p> </div> </div> </div> 2022-09-12T00:00:00+00:00 Copyright (c) 2022 Nicola Shaughnessy Building Dwelling Caring - Some reflections on the future of learning 2022-12-03T20:06:10+00:00 Mary Zournazi <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>This paper opens out some philosophical questions on the accelerated use of technology in our teaching environments as a result of the global pandemic and it considers the ongoing implications for education. Revisiting some of the work of Martin Heidegger and his questions concerning technology in conjunction with what I call a dialogical approach to teaching and learning, this paper explores how we can create and think with technologies to consider the possibilities and limitations of technological use in our educational contexts. Furthermore, it reflects on some questions that we may need to address for pedagogical care and responsibility as we move toward a future of learning.</p> </div> </div> </div> 2022-09-30T00:00:00+00:00 Copyright (c) 2022 M. Zournazi Creativity and Nonconscious Cognition: A Conversation with Mary Zournazi and N. Katherine Hayles (invited contribution) 2022-12-03T20:05:50+00:00 Mary Zournazi N. Katherine Hayles <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>In this conversation, Mary Zournazi and N. Katherine Hayles explore some of the key elements around co-evolutionary functions of human and nonhuman modes of cognition. Drawing on the wealth of N. Katherine Hayles’ work on these issues over the last thirty years, Zournazi and Hayles consider new modes of understanding and learning which are part of the rapidly changing world of digital and cognitive media technologies in the classroom and beyond. They consider the role of creativity, the necessary cognisance of new modes of learning, bodily orientations and technological evolutions that structure our individual as well as social and political lives.</p> </div> </div> </div> 2022-09-30T00:00:00+00:00 Copyright (c) 2022 Mary Zournazi, N. Katherine Hayles Caring and Criminalising 2022-12-03T20:07:17+00:00 Alphonso Lingis <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>In the United States, many schools hire police to patrol the grounds and more call upon police to arrest students for violation of school policies. Many of these will be incarcerated within the subsequent five years. The widespread adoption of surveillance cameras, zero tolerance, and police presence in schools has resulted in more students being criminalised. This reflective essay examines the ideology supporting this school-to-prison pipeline. What conception of justice has been responsible for mass incarceration? Why are surveillance cameras, police, and zero toler- ance taken to be effective? Why has rehabilitation given way to retribution? Why does the public accept the criminalisation of youth in schools?</p> </div> </div> </div> 2022-09-12T00:00:00+00:00 Copyright (c) 2022 Alphonso Lingis