Handbook for Teaching and Learning in Geography
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Handbook for Teaching and Learning in Geography

Edited by Helen Walkington, Jennifer Hill and Sarah Dyer

This exemplary Handbook provides readers with a novel synthesis of international research, evidence-based practice and personal reflections to offer an overview of the current state of knowledge in the field of teaching geography in higher education. Chapters cover the three key transitions – into, through, and out of higher education – to present a thorough analysis of the topic.
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Chapter 23: Pedagogical partnerships, identity building and self-authorship in geography higher education

Niamh Moore-Cherry

Abstract

In the last decade, as the higher educational landscape has shifted, ‘partnership working’ has become an aspirational goal for institutions, policymakers, educators and student representative bodies. Partnerships can vary in nature and scale, including academic staff, students and professional staff in a variety of combinations. An ethos and culture of partnership in higher education impacts positively on student engagement by supporting the development of an enhanced student identity and sense of institutional belonging. This chapter focuses on pedagogical partnerships and their role in supporting the student journey towards self-authorship. In particular, it showcases partnership working in geography higher education and reflects on how this might be progressed and become a more mainstream pedagogy in 21st century geography programmes.

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