Search results for: Schwabenland Christina

This article describes a journey of exploration in which the author takes a hitherto unexamined aspect of her teaching practice, the use of disruption, and subject it to interrogation. The journey is an exercise in auto-ethnographic research in that the author is her own subject, located within the context of the classroom. Her purpose is to surface the beliefs that underpin this pedagogic strategy and to locate it within theories of teaching and learning in higher education.