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This dialogic composition captures the interconnected experiences of two racialized doctoral students co-teaching a critical social work practice course in a Bachelor of Social Work (BSW) program parallel to undertaking a doctoral independent study on anti-racism and decolonizing curriculum and pedagogies. The undergraduate course sought to articulate the distinct desires of and connections between anti-racism and decolonization by drawing on pedagogies of discomfort and affect to support students in engaging difficult knowledges. This paper animates the layered entanglements of multiple actors: two doctoral students, a BSW student, and a faculty member. To capture these layered understandings and constitution of social work education through critical reflection on teaching practices, we weave together our various voices as a way of making visible the need for relationality within higher education. Through our experiences of holistic (un/re)learning, we reflect on tensions, resistance, and (im)possibilities that emerge when curriculum, pedagogies, and bodies collide. [ABSTRACT FROM AUTHOR]

Despite translanguaging pedagogy gaining increasing popularity among researchers, studies on students' perceptions and experiences of translanguaging pedagogy in English for Academic Purposes (EAP) settings in China remain limited. This mixed methods research bridges this gap by shareing the findings of both questionnaires (1008) and follow-up interviews (34) from students enrolled on an EAP course at a Chinese university. Drawing on the concepts of translanguaging and co-learning, the paper reveals that the different translanguaging practices used by the teachers and students (as reported by students) in the EAP classroom helped to enhance student understanding and learning, classroom communication and motivation for learning. However, potential drawbacks are also noted, e.g. in how translanguaging is not conducive for creating a pure English learning environment and can reinforce some students' over-reliance on Chinese. The findings yield important implications for more careful and intentional pedagogical translanguaging design in EAP curriculum planning in China and beyond. [ABSTRACT FROM AUTHOR]

This paper analyses student perceptions of Active Blended Learning (ABL) during the transition to an institutional pedagogy at the University of Northampton. In focus groups with 227 student participants across all four faculties, we explored factors mediating student engagement with ABL. Students expressed a preference for face to face teaching and perceived an increase in expectations of independent learning. Students challenged the relationship between online components and assessment. Consumerist narratives were a consistent thread, with online learning perceived as offering less value for money. Although the lecturers self-reported as having fully implemented ABL, the students' descriptions suggested that learning was not always active, with blended learning often a bolt-on to traditional classroom practice. [ABSTRACT FROM AUTHOR]

The development of learning practices that enable students to transfer knowledge across contexts, is a dominant topic in Physics Education Research. Assessment is a key activity in the learning process. The purpose of this paper is to illustrate the value of analysing introductory physics assessments using the Semantics dimension of Legitimation Code Theory. We discuss the tools used to analyse the test and exam question papers of two consecutive calculus-based introductory physics modules. An analysis of past question papers over 5 years revealed various weaknesses. The outcomes of an intervention based on critical self-evaluation of question papers, using the same tools, are presented. The results indicate that the intervention increased focus on core concepts and context and supported learning that enables transfer. We argue that the use of semantic gravity to analyse assessments is a useful starting point for change in educational practices in order to support transfer. [ABSTRACT FROM AUTHOR]