Copyright
Suzan Koseoglu; Angelica Pazurek; Angeliki Voskou. Copyright of individual chapters are maintained by the chapter author(s).ISBN
Language
- English
THEMA
- JNM
- JNT
- JNA
- JNS
BISAC
- EDU015000
- EDU050000
- EDU040000
- EDU048000
- EDU029100
Keywords
- co-construction
- co-creation
- critical pedagogy
- relational pedagogy
- higher education
Co-construction in Higher Education
Endorsements
Higher Education is not always a happy place to be right now. Teaching staff are increasingly expected to do more with fewer resources, while many students struggle to develop a sense of belonging within their courses and institutions. This book offers both hope and practical alternatives to these challenges. Each chapter provides a distinct perspective, along with valuable insights into how staff and students can work together to co-construct engaging, meaningful, and inclusive learning experiences. The authors successfully combine theory and practice, offering useful takeaways that can be applied across a wide range of disciplines and educational contexts. It is a book that teaching staff will find both inspiring and highly relevant to their practice, providing ideas and approaches that can help create more connected, collaborative, and student-centred learning environments
Chris Rowell
University of the Arts London
Contributors
Suzan Koseoglu
(editor)Suzan Koseoglu is Senior Lecturer in Higher Education Learning and Teaching at the University of Greenwich, where she leads the Postgraduate Certificate in Higher Education Teaching and Learning. Drawing on more than fifteen years of experience in teacher education in the United States and the United Kingdom, her research and practice focus on online education, critical pedagogy and the learning sciences. She holds an MEd and PhD in Learning Technologies, Curriculum and Instruction from the University of Minnesota and is an Associate Editor of eLearn Magazine. Her principal publications include the co-edited volumes Critical Digital Pedagogy in Higher Education (Athabasca University Press, 2023) and Feminist Critical Digital Pedagogy (EdTech Books, 2022), as well as the article ‘Access as Pedagogy: A Case for Embracing Feminist Pedagogy in Open and Distance Learning’ (2020).
Angelica Pazurek
(editor)Angelica Pazurek is Teaching Associate Professor of Learning Technologies in the College of Education and Human Development at the University of Minnesota. Her scholarship bridges research and practice in critical digital pedagogy, learning science and learning-experience design in higher education. With more than twenty-five years of teaching experience and over fifteen years of interpretive educational research, she places equity, inclusion and learner agency at the centre of her work. Her current research examines co-construction in higher education, open and distance learning, and the educational uses of generative artificial intelligence. Her main publications include ‘The Manifesto for Teaching and Learning in a Time of Generative AI’ (2024), the co-authored entry ‘Phenomenology’ in EdTechnica (2023), and ‘Social Media for Connected Learning and Engagement in Online Education’ (2021).
Angeliki Voskou
(editor)Angeliki Voskou is Senior Lecturer in Higher Education Learning and Teaching at the University of Greenwich, where she contributes to teaching enhancement and development through postgraduate programmes for university staff and postgraduate researchers. Her scholarship focuses on inclusive educational practice and curriculum design, migrant education and identity development, the history of education, and history and culture pedagogy. She has worked on research projects at the Universities of Cyprus, Birmingham and Greenwich and has extensive teaching experience in the United Kingdom and Cyprus. She is co-editor of Compass: Journal of Learning and Teaching and co-leads the Pedagogic Research Special Interest Group at Greenwich. Her main publications include ‘Driving Change, Participation and Inclusivity in an Educational and Academic Development Centre in the UK’ (2025), ‘Students’ Identity Development in Greek Supplementary Schools from the 1950s to the 2010s’ (2022), and ‘History Pedagogic Practices in Greek Supplementary Schools in England, Past and Present’ (2021).