“Two fingers to the administrivilisation of higher education: A radical approach to radical education”. (Area 4, 5 & 7)

Dr. Scott Buckler, Sophie King-Hill, Gareth Dart (IoE)

No module outline, no learning outcomes, no set assessment, no teaching schedule…. Conversely the module was founded on the precepts of anarchism: liberty, equality and solidarity (Mueller, 2012). Such an approach echoed the perspective discussed by Shantz (2012), that learning should help people to free themselves and in turn the world in which they operate, through challenging the standard programme delivery within the higher education context. Through a concurrent nested mixed-methodological approach (Cresswell and Plano-Clark, 2007), quantitative feedback from the module indicated 100% satisfaction (n=24) with all areas, specifically student engagement through the relevance of the module which challenged thinking and stimulated learning. Qualitative thematic analysis highlighted a range of responses, specifically: the autonomy and flexibility of the module, and the chance to develop a personally meaningful assignment. However such an approach has limitations, specifically the polarised perspective between utilising more theory or more discussion, also that too much autonomy can be constraining. This paper will provide an overview of the way the module was ‘structured’, the learning activities inherent in the module, the types of assessment students negotiated to engage with, the empowerment of the student voice, the potential dilemma for lecturers, and the feedback from students


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