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    Rights statement: The final, definitive version of this article has been published in the Journal, Teaching in Higher Education, 20 (5), 2015, © Informa Plc

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Student and teacher co-navigation of a course: following the natural lines of academic enquiry

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  • Mark Huxham
  • Megan Hunter
  • Angela McIntyre
  • Robin Shilland
  • Jan McArthur
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<mark>Journal publication date</mark>2015
<mark>Journal</mark>Teaching in Higher Education
Issue number5
Volume20
Number of pages12
Pages (from-to)530-541
Publication StatusPublished
Early online date27/04/15
<mark>Original language</mark>English

Abstract

Using the mountaineering metaphor of ‘natural lines’ this article describes the co-navigation of an honours course by students and teachers. It suggests the benefits and possibilities of going beyond the confines of conventional teaching and learning wisdom (as canonised in the notion of constructive alignment) and offering just and joyful ways for students to explore disciplinary knowledge. We openly explore issues of power between students and teachers in the construction of so-called partnerships, recognising the inherent challenges in moving beyond the prevailing mainstream. We suggest that a natural lines approach enables students to act as genuine co-navigators and to experience disciplinary knowledge in authentic ways and provides rich opportunities for personal reflection and development.

Bibliographic note

The final, definitive version of this article has been published in the Journal, Teaching in Higher Education, 20 (5), 2015, © Informa Plc