TEACHING-LEARNING-RESEARCH is organised by Routledge with the University of Manchester and Manchester Metropolitan University, with support from AMPS.
A virtual conference on teaching and research with a specific emphasis on interdisciplinary perspectives.
Routledge are looking for papers for their Focus on Pedagogy series.
Place: Virtual / University of Manchester
Dates: 02-04 December, 2020
Abstracts: 30 June 2020 (Round One)
FORMATS: Pre-recorded presentations, Zoom, written papers
See the AMPS Academic YouTube channel: http://bit.ly/ampsyoutube
The conference is thematically open and publishes works connected with EDUCATION, TEACHING and LEARNING in key discipline areas:
There are several strands dedicated to discipline areas including SOCIOLOGY, PUBLIC HEALTH and the SOCIAL SCENCES. A specific area of interest is education as it relates to life in cities: communities, design, sustainability etc.
This conference seeks to engage education professionals in debate and best practice sharing with educators in the fields of art, design and social science disciplines.
The backdrop to the conference is the varied interpretations of teaching as it relates to research. This is often contested, with definitions of ‘academic research’ often excluding analysis, experiment, knowledge transfer and critical debate stimulated in the classroom, studio or lab. However, this is challenged. Educationalists routinely define the classroom and laboratory and use it to monitor how space influences learning. Art and design teachers develop creative practices that become modes of critical investigation in their own right. Teachers of art and social history reconsider and critique the cultural and social movements of cities in the very act of explaining them.
In architecture, landscape and urban design, the idea of a ‘design studio’ as a vehicle for research in and of itself is gaining traction. In construction and engineering schools the notion of problem based curricula is common place, with student initiatives such as the Solar Decathlon turning learning into experiment by default. Programs of sociology and human geography routinely collect data on communities and neighbourhood initiatives as part of classroom exercises. In exploring the city as both dynamic and time-place bound in the classroom, cultural theorists engage in the very act of defining it as such for a new generation of researchers in the field.
What then, of the distinction between research and teaching as it manifests itself across disciplines?
To submit an abstract:
Cindee Hogan (AMPS)
Laura Saanderson (University of Manchester/Manchester Metropolitan UNiversity)