Reimagining learning by playing with paradox and ambiguity

Abstract

Higher education depends upon binary articulations to explain its role, strategies and methods. This paper explores some of the paradoxes that result from this and the apparently contradictory and self-defeating nature that results in an impoverished pedagogy at a time when imaginative pedagogies are needed. (Barnett, 2012) The dependence of the sector on inflexible binary thinking and the dangers of pedagogic obfuscation and misdirection is first explored. Paradox and ambiguity are considered as potentially positive, informing and disruptive framings for reimagining higher education learning environments and practices.
An analytical review of pedagogic innovations is presented as vignettes drawn from longitudinal research into the use of digital technologies, media-enhanced learning spaces, and multimodalities. With reference to ‘pedagogies of ambiguity’ associated with studio-based learning (Vaughan et al. 2008), the paper concludes by making the case for embracing paradox and valuing ambiguity as the basis for a contemporary conception of pedagogy in which individuals are instilled with greater agency.