Key pedagogic thinkers: Jean Baudrillard

Jean Baudrillard was born in Reims, France, in 1929, and completed his undergraduate work at the Sorbonne, taking a degree in German. Upon graduation, he taught high school. In the early 1960s, he began graduate studies at the University of Paris, Nanterre, earning his doctorate in sociology in 1966. Baudrillard published 30 books in which he examined various facets of modern society: gender, race, consumerism, politics, the media, and so forth. His focus was semiological—how objects and signs reflect the current human condition. Although Baudrillard did not write about education, his work is nevertheless relevant if we recognize that our educational system is a reflection of society. A Baudrillardian perspective raises the following question: What effect has consumerism had on education? To address this question, we offer some background information related to Baudrillard’s philosophical inquiries. This is followed by our brief analysis of how Baudrillard’s work may provide some potential answers to the above question and of how it can help us interpret the changes that have occurred in education during the modern period. We give special emphasis to The Consumer Society and Simulacra and Simulation

Modelling transdisciplinary pedagogy: A method for collaborative curriculum design

This article explores a transdisciplinary, collaborative, curriculum design project to promote institutional belonging as a driver of student engagement, and to equip graduates with the fluency to work across disciplines. It demonstrates a facilitated method, to construct learning outcomes that break with typical subject-based knowledge and associated hierarchies of expertise. After considering a small number of precedents, the authors use curriculum models to inform a design specification. Following the formation of a multidisciplinary design team, a development tool (Lego® Serious Play®) was selected for a design workshop. A qualitative analysis of the workshop transcript was then used to inform the learning outcomes for a common module to be taken by all first-year undergraduates. Finally, the article considers how the process provided a framework for collaborative design that has been implemented in further projects, and led to the creation of a growing community of practice. The project provides insights for others embarking on collaborative curriculum design initiatives, especially where transdisciplinary learning is an objective

The UN Global Compacts and the Common European Asylum System: Coherence or Friction?

This paper examines the “protective potential” of the Global Compacts on Refugees and Migrants visà-vis existing commitments to fundamental rights within the European Union (EU). The relationship between the two normative frameworks is scrutinised to establish the extent to which the two might be mutually supportive or contradictory, since this determines the Compacts’ capacity to inform the interpretation of EU fundamental rights within the Common European Asylum System (CEAS). This paper explores this protective potential through three of the Compacts’ key guiding principles: respect for human rights and the rule of law, the principle of non-regression, and the principle of non-discrimination. The Compacts’ commitments to the first two are presented as sites of coherence where the Compacts concretely express pre-existing protections within EU law and provide a blueprint for implementation in the migration sphere. Yet, the Compacts’ principle of non-discrimination reveals an area of friction with EU primary law. It is argued that the implementation of this principle can address the inherently discriminatory system underpinning EU law. Within the EU, rather than undermining international and national human rights obligations, the Compacts present an opportunity to refine the implementation of existing EU fundamental rights obligations applicable to migrants and refugees