Re-imagining pedagogy in higher education: facilitating epistemic access and student success
This research project responds to the contemporary calls for broadened epistemic access, decolonized curricula, and transformation within higher education institutions. Recent scholarship indicates that affective factors, such as emotion and the awareness and stimulation of engagement, assist students in establishing a sense of connection with each other and the higher education institution and are important factors in their success. Situated within a decolonial perspective, this project is framed by theories of academic/social literacies, social semiotics, embodied learning, multimodal pedagogies, and student emotions, to explore the transformative potential of including unconventional pedagogical and assessment approaches that enable a more comprehensive expression of students within the higher education context. Through an action research design, it explores how a module design that permits different modes of meaning-making enables a more creative affective response, which taps into students' motivation, creativity, and imagination, enabling access to knowledge and knowledge building that could facilitate greater access to academic knowledge and student success.
Academic Literacies, Decoloniality, Multimodality, Pedagogies, Higher Education
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