ABSTRACT

Teaching is crucial for supporting students’ chances of success in higher education, yet often makes limited use of theory to foster contextualized, systemic understandings of access and success. Theorized yet practical ways of empowering university educators are needed to develop their practices and turn access into success for their students. This book harnesses Legitimation Code Theory ‘LCT’ to inspire university educators to understand, reimagine and create socially just teaching and learning practices. Chapters bring this powerful theory to bear on real-world examples of curriculum design, inclusive practices, cumulative learning, assessment practices, and reflection. Each chapter guides the reader through these cutting-edge ideas, illustrates how they can make real differences in practice, and sets out ways of thinking that educators integrate those ideas into practice. The outcomes will help students access the powerful knowledge and ways of knowing they need for success in higher education.

 

chapter 1|20 pages

Context is key

Laying the foundations for ‘better’ teaching and learning practices

chapter 2|26 pages

Creating a responsive curriculum

Specializing knowledge and knowers for success

chapter 3|27 pages

Can we change the university?

Critiquing exclusion in the curriculum

chapter 4|25 pages

Enabling cumulative learning

Teaching students to surf waves of meaning

chapter 5|27 pages

‘Show me what you’ve learned’

Guiding cumulative assessment practice

chapter 6|27 pages

Learning through reflection

Sustainable feedback and evaluation practices

chapter 7|13 pages

Afterword

From access to success