The seminar will introduce attendees to the concept of heutagogy (along with autoethnography as an associated assessment technique). As part of this, I will incorporate work from my current project, a monograph entitled ‘Music, Hope, & Transformation through Higher Education: A Psychogeographic Personal Narrative’. The work addresses techniques for the recognition and incorporation of personalised and empowered – decolonised – student voices, as part of higher education curricula and assessment. I will briefly explore the content from chapter 2 ‘Motorway, Music & Space’, which argues that entrenched university practices operate as regulators and constrictors of knowledge, rather than catalytic enactors of participatory change and transformation. I will also briefly discuss chapter 3, ‘Music, Memory and Heutagogy’, which proposes some experimental techniques for a more dynamic education, by incorporating culture, memory and personal experience. Overall, the seminar will argue that the practices of heutagogy and autoethnography (and autoethnographic writing) can be implemented as transformative curriculum techniques, which effectively devolve knowledge and facilitate collaborative and unpredictable approaches to assessment. To conclude, the seminar will invite thoughts, questions, suggestions and discussion-points from attendees, regarding the relevance and applicability of heutagogic and autoethnographic principles across different subjects and discipline areas.

This event will be held in-person.  Location to be confirmed. 

Hosted by the Teaching and Learning Academy, this event is part of the Teaching Insights series and will be led by Dr Craig Hammond, Reader in Pedagogies and Critical Theory in the School of Education, SFHEA and National Teaching Fellow.

Craig is founding editor and co-editor-in-chief for the education journal PRISM, and Deputy Co-Director of LJMUs Liverpool Institute for research in Education (LIfE). His research addresses and develops concepts and practices associated with democratic learning and creativity, utopia, the navigation of working-class heritage and identity in Higher Education. Craig’s pedagogic work on democratic and transformative learning is featured as part of the AdvanceHE Compendium on Embedding Health & Wellbeing in the Curriculum

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