丁香园AV

Prepared by Drs Ashworth and Brenda Morrison

This report highlights what scholars and practitioners see as opportunities and barriers to democratic pedagogies in higher education. Cases examined practices of experiential learning, recognition of deep inclusion and lived experience, disruption of classroom norms, global classrooms, activism, community-building, belonging, community-engaged research, and anti-colonial methodologies. The classroom is explored as an "unbounded" resource for learning with and in communities based on democratic values and skills.