Graduate Sensibilities: a Metamodern Pedagogical Framework for a Wicked World

This presentation introduces a metamodern framework to challenge current UK higher education (HE) pedagogic practices. The last decade has seen an acknowledgement of radical pedagogies that are risk-oriented, creative, and reflective as a key component of learning. In part, this has been a response to modernist banking methods that are seen to be inadequate in what some term the fourth industrial age. We argue such innovative pedagogies are underutilized due to specific barriers found within the UK neoliberal university. This combined with a perceived antagonistic dichotomy between modernist banking methods (bad) and enquiry and risk-oriented postmodernist approaches (good) is also unhelpful as both approaches are necessary.
This presentation will argue that new forms of pedagogy should support graduates in the development of critical self-reflection by embracing risk-awareness, failure as opportunity, messy collaboration, creativity, and agility. These approaches, as part of a reimagined HE sector will support students to respond to so called ‘wicked problems’ and thrive in precarity. Furthermore, we argue a metamodern framework enables higher education institutions (HEIs) to embrace fear of change challenging the marketized, stratified, risk-averse and metrics driven nature of contemporary HE.
Drawing on literature and a small empirical study involving 15 interviews and 2 student focus groups, this presentation outlines a metamodern framework to encourage a disposition among learning strategists that embraces oscillation between banking and radical pedagogic approaches identifying alternative teaching styles and assessment. In turn this enables the development of student sensibilities – growth, humility, and resourcefulness - empowering students to challenge the growing wickedness with which they must do battle.