A theoretical piece that draws on three elements of practice in the field of formal and informal education together with action research approaches such as Collaborative Inquiry and Participatory Action Research, this paper will attempt to offer points for consideration when attempting collaborative models of learning in the fields of education. A model, Collaborative Critical Pedagogical Relationships (CCPR), that was piloted in preparation for the authors EdD research proposal at Liverpool Hope University in 2016; approaches to teaching that are informed by notions of ‘Threshold Praxes’ and the ‘Pedagogic Practitioner’ (Seal 2013) and; a current ongoing action research project that focuses on the Critical Pedagogy module of the BA Hons Youth and Community Work at Newman University will, from a Critical Theory standpoint, problematise the notion of assessment, learning outcomes and targets as well as interrogate power relationships that occur in in pedagogical environments and consider contributions that can be made to the developing notion of Post-Critical Pedagogy (Hodgson et al 2016).
Interrogating Power Relationships and Problematising Assessment.
A S Gilsenan, M. (2017) 'Interrogating Power Relationships and Problematising Assessment.', paper presented to The 13th Annual Conference of the British Education Studies Association (BESA), 29–30 June, viewed 20 January 2020, <https://educationstudies.org.uk/?p=7384>