A Paradigm Shift for a More Inclusive, Equal, and Just Academia? Towards a Transformative-Emancipatory Pedagogy
This article puts forward the core argument that a pedagogical shift is very much needed if we want to address the challenges and capitalize on the opportunities represented by increasingly diverse educational settings and move towards a more inclusive, equal, and just academia. First, it is suggested that we replace the current pedagogical models in use, namely, the teacher-centered and student-c