Thinking again about curricula for wicked problems

Reading the news is so hard just now. Political crises, the climate and biodiversity emergencies and the covid-19 pandemic make me want to hide under the duvet and give up! Watching the recent David Attenborough documentary on extinction was deeply upsetting as well. We can’t give up though. Especially folk like me who are so privileged and safe compared to many others in our world. So I’ve been thinking again about curricula for wicked problems and how we in universities can support and challenge our graduates to work with us on these global challenges. Here’s the new video I’ve made based on that thinking.

Here are the key sources for the video, other than the findings from the wicked problems project.

Anderson, C. and McCune, V. (2013). Fostering meaning: fostering community. Higher Education, 66, 283-296.

Anderson, C. and McCune, V. (2013). Facing an uncertain future: curricula of dualities. Curriculum Journal, 24(1), 153-168.

Ashwin, P., Boud, D., Calkins, S., Coate, K., Hallett, F., Light, G., Luckett, K., McArthur, J., MacLaren, I., Mclean, M., McCune, V., Mårtensson, K. and Tooher, M. (2020). Reflective Teaching in Higher Education 2nd Edn. Bloomsbury.

Barnett, R. & Coate, K. (2005). Engaging the Curriculum in Higher Education. Maidenhead: Open University Press 

Beer, L., Rodriguez, K., Taylor, C., Martinez-Jones, N., Griffin, J., Smith, T., Lamar, M. and Anaya, R. (2015). Awareness, integration and interconnectedness: Contemplative practices of Higher Education Professionals. Journal of Transformative Education, 13(2), 161-185.

The Enhancing Teaching-Learning Environments in Undergraduate Courses Project

Harraway, D. (2016). Staying with the Trouble: Making Kin in the Chthulucene. Duke University Press.

Lotz-Sisitka, H., A. Wals, D. Kronlid  and D. McGarry. (2015). Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction. Current Opinion in Environmental Sustainability, 16: 73–80. http://dx.doi.org/10.1016/j.cosust.2015.07.018

McCune, V. and Hounsell, D. (2005). The development of students’ ways of thinking and practising in three final-year biology courses. Higher Education, 49(3), 255-289.

Near Future Teaching

Ross, J. and Collier, A. (2016). Complexity, mess and not-yetness: teaching online with emerging technologies. In G. Veletsianos (ed), Emergence and Innovation in Digital Learning: Foundations and Applications. Athabasca University Press.

Tassone, V., O’Mahony, C., McKenna, E., Eppink, H. and Wals, A. (2018).(Re-)designing higher education curricula in times of systemic dysfunction: a responsible research and innovation perspective. Higher Education, 76, 337-352.

Wamsler, C. (2020). Education for sustainability: Fostering a more conscious society and transformation towards sustainability. International Journal of Sustainability in Higher Education, 21(1), 112-130. DOI 10.1108/IJSHE-04-2019-0152

Zajonc, A. (2013). Contemplative pedagogy: a quiet revolution in higher education. New Directions for Teaching and Learning No. 134, Summer 2013, 83-94. DOI: 10.1002/tl.20057

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