Towards inclusive, participatory peer tutor development in higher education
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Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Western Cape
Abstract
Peer tutoring has a long history in academic support spaces in universities, such as writing
centres and supplemental instruction programmes. Small group peer tutoring has moved
increasingly into "mainstream" teaching and learning, and has become an academic necessity
in these spaces. The nature of student-tutor engagements in these spaces is about sharing and
co-constructing knowledge, and developing more independent student learners. Yet, tutor
development and training tends to under-prepare peer tutors to create participatory, inclusive
tutorial environments. This paper argues for tutor development itself to model participatory,
inclusive, and development practices, such that tutors learn from being part of the training
process how to improve their practice. Drawing on qualitative data from a three-year project
at a traditional, historically black South African university, this paper shows how such an
approach yields benefits for tutors that include building knowledge about tutoring that overtly
includes tutors' existing knowledge and experiences. Ultimately, a more inclusive approach
to tutor development has a strong likelihood of changing tutoring praxis, making tutorials
more participatory, inclusive, and shared spaces for learning.
Description
Keywords
Higher education, Knowledge building, Learning facilitation, Participatory
learning, Peer tutoring
Citation
Clarence, S. (2018). Towards inclusive, participatory peer tutor development in higher education. Critical Studies in Teaching and Learning, 6(1), 58-74.