"The focus of this study," writes author Johanna Funk, "was to refine the concept of care and compassion pedagogy whilst developing a sustainable model for caring for knowledge as higher education professionals." It does this in the context of "the redevelopment and evaluation of a unit of learning called Cultural Capabilities" during the pandemic. It raises such concepts as 'knowledge authority', which is "the practice, role, and responsibility of Aboriginal custodians to care for knowledge," and ways of consensus that include 'dissensus', or 'going-on doing difference together'. There's an empirical element to the paper, but with questions this complex and numbers this low it's hard to assign the findings and credence. The recommendations (for example, "universities need sustainable ways to embed cognitive compassion for knowledge, learners, and staff, such as in training required of all staff" similarly lack depth and foresight). What is of value here is the discussion. This paper is part of a JIME special collection on Learning from Lockdown: challenges and benefits.
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