Reclaiming agency: skills, academics and students in the Social Sciences

David, Maxine; Maurer, Heidi

The adoption of active learning pedagogy and, later, the institution of the employability agenda in Higher Education have resulted in a severe loss of agency for academics and students in the Social Sciences. In this article, we reflect on our experiences of applying active learning methods. We argue that we have been part of a change that has occasioned a loss of key skills development, especially those associated with traditional learning and academic thinking. An overly headlong rush to implement the “new” over the “old” saw the discarding of certain skills central to the active learning agenda. Further, the emphasis on student satisfaction, professionalisation and quality assurance pushed the academic to the sidelines, to the detriment of Higher Education. We, therefore, first critique the skills debate and identify shortcomings in the active learning application that emerged from that debate. We focus on the skills emphasised in practice, how they are portrayed in opposition (instead of complementarity) to academic skills, and how they undermine the agency academics and students really require. Next, we propose a reconsideration of necessary but undervalued skills like reading, listening and note-taking.