LTA Connect: Compassionate Pedagogies - What’s Love got to do with it? - A loving pedagogy in Higher Education

Session Outline

A loving pedagogical approach has seen increase of interest over the years within the early learning and childcare (ELC) sector, however limited research has been conducted on the role this approach plays within Higher Education (HE) institutes. Varying views are sought to establish a more informed understanding of the role a loving pedagogical approach plays within the more traditional constructs of HE delivery.

Throughout Scotland’s care and learning frameworks and policy today, love is mentioned in its totality of 14 times, predominantly relating to the care sector (Education Scotland 2020, Scottish Government 2017, Scottish Government 2019, Care Inspectorate 2022). However, there is no mention of love throughout formal educational frameworks for learning and teaching strategies, questioning if Scotland envisions love as part of education. In 2007 the Scottish Government brought in the National Performance Framework to track key indicators of performance within the country. One key indicator being children’s wellbeing and happiness, currently identifying 14 -16% of Scotland 4- 12-year-olds as borderline or below levels of happiness (Scottish Government 2023). To combat this, in 2017 the Health and Social Care Standards for Scotland were introduced, including the term love (Scottish Government 2017, 10). This demonstrates love is forming part of political discourse, yet does not appear to be translating to the world of education. Smith- Campbell (2016,34) summarised the words of Freire’s Pedagogy of Love, noting pedagogical love should be the means of “socio-political empowerment” within education today to enable learners to become true, “authentic human beings”.

This presentation will consider what our understanding is of a loving pedagogy and explore how it can be integrated into our pedagogical approaches at UHI.

Presenter

Julie Jones

Julie Jones is the Programme Leader for the Graduate Apprenticeship BA in Early Learning and Childcare (GAELC) and the Curriculum Quality Lead at UHI Inverness. Her key interests are in working with work-based learners through the Virtual Learning Environment (VLE) platform. Julie's primary interests include fostering a sense of community and creating a loving, supportive space within online learning environments. Additionally, she focuses on aligning the community of practice between work-based learning and the university to enhance the overall learning experience.

Learning and Teaching Enhancement Strategy Values

Advance HE Professional Standards Framework

• V1 respect individual learners and diverse groups of learners
• V2 promote engagement in learning and equity of opportunity for all to reach their potential
• V4 respond to the wider context in which higher education operates, recognising implications for practice
• K1 how learners learn, generally and within specific subjects
• K2 approaches to teaching and/or supporting learning, appropriate for subjects and level of study
• K3 critical evaluation as a basis for effective practice
• A2 teach and/or support learning through appropriate approaches and environments
• A4 support and guide learners

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