My living theory of developing a pedagogical praxis in textiles technology through place-based learning

Abstract

In this self-study narrative into my practice, I illustrate and explain my living theory of developing a pedagogical praxis for textiles technology through place-based learning. I explain how I experienced a disorienting dilemma leading to self-examination regarding using pedagogies that confined students to a classroom environment that did not expose them to real-life issues facing them and their future learners. I wanted to find a way to connect their learning to community realities. Through critical reflection on my practice, I realised I was contradicting my values of love, care, respect, and equity by adopting a traditional didactic approach to teaching. My aim was to explore how I could improve my teaching to better prepare students for practice. Place-based learning provided me with an opportunity to enable students to find out how they could make their own teaching of textile technology more relevant to community needs. I substantiate my learning through excerpts from video recordings of my teaching practices, my reflective journal, and reflective assignments of my students. I have generated a personal living educational theory on teaching students specialising in textiles technology to gain self-knowledge and become critical, reflective, innovative, and entrepreneurial as, skills necessary for professional success in the 21st century. The emergence of these pivotal skills expands the theoretical knowledge about the use of place-based learning in teacher-education. Whilst place-based learning was found to have its own challenges, such as time management and difficulties in accessing communities, students gained life skills and skills for facilitation that will benefit their future teaching practices. I hope my living theory will inspire students and colleagues to employ self-study action research in their own practice in the future.