Re-thinking problem-oriented project learningand the challenge of global learning
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Warren, S. [1]
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[1] Roskilde University
Roskilde University
Dinamarca
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- Localización: Ikaskuntza-irakaskuntza akademikoaren eremu berriak arakatzen / Universidad del País Vasco - Euskal Herriko Unibertsitatea (aut.), 2019, ISBN 978-84-1319-033-4, págs. 342-347
- Idioma: inglés
- Enlaces
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Resumen
Problem-oriented Learning (PPL) developed at Roskilde University (RUC) in Denmark faces challengesin responding effectively to diversity in the student population, including increasing numbers ofinternational students from outside Europe. RUC has responded strategically by introducing a new pedagogicprinciple of ‘international insight and vision’ encouraging all educational programmes to integrateinternational, intercultural and global perspectives. This paper theorises how this principle can work withthe whole pedagogic model at RUC to rearticulate PPL as a powerful form of global learning. In particular,the paper discusses how the principles of exemplarity (the way students’ interest in their projects canarticulate with broader social or knowledge problems) and problem-orientation (how the project problemdefines the nature of interdisciplinary inquiry) can be viewed as cornerstones for re-thinking PPL and globallearning. This concern is situated in a growing xenophobic and racist politics of belonging animatingpolitical life and policy across Europe. It is argued that re-articulating PPL through the concept of globallearning enhances the original radical potential of the pedagogic model and offer an alternative educationalvision to nationalist and xenophobic constructions of higher education as a public good.
