Student and teacher co-navigation of a course: following the natural lines of academic enquiry

Huxham, Mark; Hunter, Megan; McIntyre, Angela; Shilland, Robin; McArthur, Jan

Abstract

Using the mountaineering metaphor of ‘natural lines’ this article describes the co-navigation of an honours course by students and teachers. It suggests the benefits and possibilities of going beyond the confines of conventional teaching and learning wisdom (as canonised in the notion of constructive alignment) and offering just and joyful ways for students to explore disciplinary knowledge. We openly explore issues of power between students and teachers in the construction of so-called partnerships, recognising the inherent challenges in moving beyond the prevailing mainstream. We suggest that a natural lines approach enables students to act as genuine co-navigators and to experience disciplinary knowledge in authentic ways and provides rich opportunities for personal reflection and development.

Citation

Huxham, M., Hunter, M., McIntyre, A., Shilland, R., & McArthur, J. (2015). Student and teacher co-navigation of a course: following the natural lines of academic enquiry. Teaching in Higher Education, 20(5), 530-541. https://doi.org/10.1080/13562517.2015.1036730

• Journal Article Type: Article
• Acceptance Date: Mar 16, 2015
• Online Publication Date: Apr 27, 2015
• Publication Date: 2015
• Deposit Date: May 4, 2015
• Publicly Available Date: Oct 28, 2016
• Journal: Teaching in Higher Education
• Print ISSN: 1356-2517
• Electronic ISSN: 1470-1294
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 20
• Issue: 5
• Pages: 530-541
• DOI: https://doi.org/10.1080/13562517.2015.1036730
• Keywords: student–staff partnerships; constructive alignment; critical pedagogy; boot-grit feedback; student engagement
• Public URL: http://researchrepository.napier.ac.uk/id/eprint/7965
• Publisher URL: http://dx.doi.org/10.1080/13562517.2015.1036730
• Contract Date: May 4, 2015