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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


Megan Hunter

Angela McIntyre

Robin Shilland

Jan McArthur


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.

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
Keywords student–staff partnerships; constructive alignment; critical pedagogy; boot-grit feedback; student engagement;
Public URL
Publisher URL
Contract Date May 4, 2015


Student and teacher co-navigation of a course: following the natural lines of academic enquiry. (217 Kb)

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