A very warm welcome to the 2024 special issue of Teaching Insights, which focuses on the proceedings of our inaugural Brookes International Teaching and Learning Conference (BILTC) hosted by Oxford Brookes University on June 14, 2023, under the auspices of the Oxford Centre for Academic Enhancement and Development (OCAED). Chaired by Professor Patrick Alexander and Dr Pollyanna Magne, the conference brought together educators, students, and stakeholders in a virtual setting to explore the transformative potential of higher education. Drawing inspiration from the works of bell hooks and Paulo Freire, Professor Jenny Lawrence (Director of OCAED), set the direction of travel to challenge past orthodoxies and ignite critical imaginations in pursuit of progress. With this in mind, the conference was themed ‘Pedagogies of Possibility: tales of transformation and HE hope’. In this special edition of Teaching Insights, we have gathered together some of the excellent reflections and recipes for success that emerged from this inspiring and enlivening coming together of critically engaged HE practitioners.
At the conference, participants engaged in thought-provoking discussions on how higher education can foster democratic and ethical ways of knowing, being, and doing in the world. They explored the role of universities in finding solutions to pressing social, economic, and environmental challenges while emphasising the importance of transforming the lives of those within learning communities and the regions in which institutions reside. Attendees examined how HE pedagogies can help students understand and embrace their potential to become agents of change and “remake the world,” to paraphrase Freire. The notion of “educational gain” was reframed, focusing not on a ‘banking’ model of accruing established knowledge or received wisdom, but instead on the empowerment of students to create a more hopeful future. Throughout the event, staff and students were invited to write with “rage and love,” offering impassioned reflections on the pursuit of thoughtful, compassionate, and critical pedagogies in higher education. They shared their experiences in creating classrooms that are “life-sustaining and mind-expanding,” in the spirit of bell hooks, where teachers and students can work together to make the world a better and fairer place.
A highlight of the conference was the keynote address by Cathy d’Abreu, who focused on sustainable pedagogies. d’Abreu emphasized the importance of integrating sustainability principles into teaching and learning practices, arguing that higher education institutions have a responsibility to prepare students for the challenges of a rapidly changing world. She presented a framework for developing sustainable pedagogies that encompass environmental, social, and economic dimensions, encouraging educators to foster critical thinking, problem-solving skills, and a sense of global citizenship among their students. d’Abreu’s insights resonated with attendees, sparking discussions on how to embed sustainability across curricula and promote a more holistic approach to education. You can read more about Cathy’s contribution in her Bigger Picture article in this special edition.
The articles collected here offer a taste of the diverse ways in which practitioners from all over the world have taken up the challenge of thinking critically about pedagogies of possibility. Each article offers a brief and actionable insight into how critical thinking about pedagogy can be put into practice in the seminar room, lecture theatre, or online learning space. These recipes for success are a reminder of the crucial roles educators and students play in the co-creation of a socially responsible and connected university. In reading through what follows, we hope you reconnect with the joy, love, and passion that is at the heart of truly transformative HE pedagogy.
We are continually aiming to enhance Teaching Insights so please let us know what has been useful to you, what you feel could be improved and any ideas you have for future editions by emailing ocaed@brookes.ac.uk
