Creating compassionate spaces in higher education

A reblog of a post earlier in the year from LSE Higher Education blog.

In a time of change and uncertainty, four academic developers from different disciplines, Jenni Carr, Natasha Taylor, Catriona Cunningham, and Jennie Mills, revisit Haynes’ and Macleod-Johnstone’s powerful paper Stepping through the daylight gate: compassionate spaces for learning in higher education and aim to make connections with how compassion plays an integral role in their practice

Creating compassionate spaces in higher education

‘Tongue Lash’: An act of decolonising pedagogy through hip-hop poetry and dialogue

LSE LIFE’s Dr Sara Camacho-Felix considers questions around decolonising the curriculum and explains how working with Poetcurious and other spoken word artists to create an event for students, alumni, staff and the wider community created a space to explore themes including empathy and ownership in society in an inclusive and illuminating way. 

Source: ‘Tongue Lash’: An act of decolonising pedagogy through hip-hop poetry and dialogue

Who should be responsible for the Future of Higher Education?

Contemporary Issues in Teaching and Learning

In this module: ’contemporary issues in teaching and learning’ we try to explore and critique how higher education is done. This is explicitly stated in the course materials, i.e. we are asked to critically examine, reflect and adapt our own teaching practice based on our new critical engagement, and ‘contribute to and inform the discussion’. Just below the surface, there is an understanding that higher education is a work in progress and the people most likely to influence changes for the better are the ‘next generation’ of academics and higher ed administrators – current PhDs. By putting together this blog we show the wider academic community and each other that we are concerned about the issues which affect how our careers are likely to unfold, and are putting intellectual labour into considering their effects, if not offering solutions.

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