Collaborative pedagogy : social hermeneutics in the classroom

Abstract

The term collaboration is in frequent use both in the business and education sectors. The idea often implied by this term is that two or more people are working together on a single product. In this thesis I explore a more comprehensive view of collaboration, one that flows from a learning praxis known as collaborative pedagogy. -- This thesis is the documentation of collaborative pedagogy in a local site. In my discussion, I argue that collaborative pedagogy is based on a philosophy which views language as a socially contextual phenomenon and knowledge generation as social hermeneutics. -- I provide a historical and cultural context for collaborative pedagogy by comparing a philosophy which opposes collaborative assumption to a philosophy which grounds collaborative pedagogy. I then discuss the learning environments which emanate from these differing philosophies. -- Next, I describe a university course which incorporated collaborative pedagogy. I follow this description with a discussion of issues pertinent to classroom practice. -- Finally, I discuss the challenges and rewards involved in the shift to collaborative pedagogy for educational practice.