Pedagogy 2025

Abstract

Wrote, isolated, and teacher-led teaching and learning practices continue to dominate the secondary and post-sixteen curriculum in England. While they offer the promise of meritocracy, evidence suggests that these practices maintain hierarchies of knowledge and exclude rather than include the voices and opportunities of all. In the wake of the COVID pandemic, global disturbance, and racially motivated unrest, we seek a pedagogy that places learning, understanding, and possible futures in the hands of our young people. This presentation explores the findings of my practice-based PhD research, through which I developed a Pedagogy of Collaboration for secondary and Post-sixteen education. This ten-year, classroom-based exploration investigates seven threads of Collaborative Pedagogy explored through embodied practice. I will begin by outlining the need for Critical thinking in the current global landscape before exploring the ways through which I have come to understand Collaborative Psychology in dialogue with collaborators. I will then go on to explore the theoretical underpinnings of this practice, defining it as a practice that explores Multiplicities, difference, Intra-action and power. I will conclude this presentation by proposing a Collaborative Pedagogy methodology that has been co-developed and co-experienced.