ABSTRACT

Some critical perspectives about neoliberal trends in higher education have resulted in exploring different types of collaborations aimed at creating spaces for academics to promote pedagogical practice as praxis. Drawing upon a case study informed by a Latin American intellectual tradition of dialogue as praxis and praxis as political action, as well as by practice theory, it is argued that it is difficult to understand and address what enables and constrains pedagogical practices as praxis if academics fail to put themselves at the centre of a feeling-based reflection process. From this perspective, this study revealed two enablers and four constraints of five pedagogical practices as ‘feeling-thinking’ praxis, which emerged from dialogue as praxis in a group of eight academics from four Colombian universities. Feelings of exhaustion, sadness, disappointment, indignation, annoyance, gratitude, anxiety, confusion, and relief were key so that their ethical-political actions could contribute to rehumanise higher education.

摘要

关于高等教育中新自由主义趋势的一些批判性观点导致人们探索不同类型的合作，旨在为学术界创造空间，以促进教学实践作为实践。借鉴拉丁美洲作为实践的对话知识传统和作为政治行动的实践以及实践理论的案例研究，有人认为，如果学术界认为，很难理解和解决是什么促成和限制了作为实践的教学实践。未能将自己置于基于感觉的反思过程的中心。从这个角度来看，这项研究揭示了五种作为“情感思考”实践的教学实践的两个推动因素和四个制约因素，这些实践是从来自四所哥伦比亚大学的八名学者的对话中产生的。疲惫、悲伤的感觉，