Co-creation of learning and teaching where students and staff collaborate to design curricula or elements of curricula is an important pedagogical idea within higher education key to meaningful learner engagement and building positive student-staff relationships. Drawing on literature from schools’ education and using a range of examples from universities worldwide this book highlights the benefits of classroom-level relational dialogic pedagogy and co-creation. It includes a focus on the classroom as the site of co-creation examples of practice and practical guidance and a unique perspective in bringing together the concept of co-creation with relational pedagogy within higher education learning and teaching. Critical Practice in Higher Education provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth providing an overview in relation to current thinking and practice informed by recent research. The series will be of interest to those engaged in the study of higher education those involved in leading learning and teaching or working in academic development and individuals seeking to explore particular topics of professional interest. Through critical engagement this series aims to promote an expanded notion of being an academic – connecting research teaching scholarship community engagement and leadership – while developing confidence and authority. |Co-creating Learning and Teaching Towards relational pedagogy in higher education
