Responding through attunement in higher education

A context of ‘fake news’ or ‘alternative facts’ – when truthfulness and expertise may be under threat – presents challenges for educating students in higher education. How can we, instead, nurture a capacity for concerning ourselves with what matters, among both students and teachers in higher education? One means of doing this is by directing student learning toward responding through tuning in to what matters, when called upon to respond. This demands that pedagogy and curricula, themselves, are designed for tuning in and responding, which can provide renewed direction in these uncertain times: https://espace.library.uq.edu.au/view/UQ:150d106

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