A Pedagogy of Play: Reasons to Be Playful in Postsecondary Education

Autor/inn/en	Leather, Mark; Harper, Nevin; Obee, Patricia
Titel	A Pedagogy of Play: Reasons to Be Playful in Postsecondary Education
Quelle	In: Journal of Experiential Education, 44 (2021) 3, S.208-226 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leather, Mark) ORCID (Harper, Nevin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825920959684
Schlagwörter	Play; Teaching Methods; Experiential Learning; Creativity; Wellness; Employment Potential; Neoliberalism; Health; Outcomes of Education; Educational Benefits; Adult Students; Postsecondary Education + Suchen Sie Ihr Suchwort? Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Kreativität; Well being; Well-being; Wohlbefinden; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Neo-liberalism; Neoliberalismus; Gesundheit; Lernleistung; Schulerfolg; Bildungsertrag; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Post-secondary education; Tertiäre Bildung
Abstract	Background: Teaching experientially in postsecondary education has challenges; institutional constraints, neoliberal management, and a colonized learning environment. We discuss playing as a form of experiential education. Purpose: We challenge conventional teaching and offer an alternative to enrich and broaden conventional pedagogies. We argue for the benefits of playfulness and how this leads to creativity, wellness, and improved graduate employability. Methodology/Approach: As provocation to the consequences of neoliberalism in education, we examine the literature from a biased position as advocates of play and experiential education. We argue for faculty to adopt an ontology and pedagogy of play. Findings/Conclusions: Play is well represented in the literature; contributing positively to a range of health and educational outcomes. As play manifests in numerous forms in postsecondary education, faculty would benefit from a clear educational rationale for an ontology and pedagogy of play. We share examples from our practice which highlight spontaneous and planned play and playful attitudes/behaviors and suggest how play may be integrated as planned curriculum. Implications: Ideally, these concepts resonate with faculty allowing them to challenge conventional pedagogies and confirm play in practice with the underpinning of experiential education research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01