Abstract
Currently, there is a renewed focus on enhancing the capacity of individuals to have positive interactions with others as well as the institutions which govern society. This chapter describes how the fusion of pedagogical knowledge, expertise and shared practice enabled two educators, one working at an Australian university and the other working at a Turkish university, to create opportunities to activate, guide and strengthen learners’ democratic participation and competences in the classroom. In providing this analysis, the nature and value of Exploratory Practice and international collaboration are critically examined through the lens of third space theory which was found to be an important conceptual frame for navigating this process. In conclusion, this chapter evaluates the key elements of Exploratory Practice which can be used to enable educators to foster a democratic space within their classroom. In doing so, this work also identifies how adopting this pedagogical approach can transcend cultural differences to deliver a more dynamic and engaging learning space.
| Original language | English |
|---|---|
| Title of host publication | Developing language teachers with exploratory practice |
| Subtitle of host publication | innovations and explorations in language education |
| Editors | Kenan Dikilitas, Judith Hanks |
| Place of Publication | Cham, Switzerland |
| Publisher | Palgrave Macmillan |
| Chapter | 9 |
| Pages | 157-180 |
| Number of pages | 24 |
| ISBN (Electronic) | 9783319757353 |
| ISBN (Print) | 9783319757346 |
| DOIs | |
| Publication status | Published - 26 Jun 2018 |
Keywords
- Democratic competencies
- Exploratory Practice
- Third space theory
- Critical understanding
- Practitioner–learner exploration