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Towards a reconciliation of the 'approaches to learning' and 'critical pedagogy' perspectives in higher education through a focus on academic engagement.

Ashwin, Paul and McLean, Monica (2005) Towards a reconciliation of the 'approaches to learning' and 'critical pedagogy' perspectives in higher education through a focus on academic engagement. In: Improving student learning: diversity and inclusivity. Improving Student Learning, 12 . Oxford Centre for Staff and Learning Development, Oxford, pp. 377-389. ISBN 1873576722

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    Abstract

    In this paper, we outline how the literature on phenomenography, specifically Marton and Booth (1997), and the literature that adopts a ‘critical approach’, specifically Friere (1996), can be brought together to help us to understand the barriers that face students and teachers in engaging in learning and teaching in higher education. Our attempt is motivated by a wish to relate the different foci of each perspective. We argue that the phenomenographic literature has been successful in suggesting theoretically informed and research-based ways in which learning environments might be structured to improve the quality of students’ learning. However, it is largely silent on the extent to which barriers to learning can be due to structural inequalities outside of the learning environment. More critical approaches foreground these structural inequalities but their suggestions for teaching and learning practices are often weak. In bringing these two perspectives together, we develop a model of academic engagement that takes into account both experiential and structural influences on the quality of teaching and learning in higher education.

    Item Type: Contribution in Book/Report/Proceedings
    Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
    Departments: Faculty of Arts & Social Sciences > Educational Research
    ID Code: 27333
    Deposited By: Dr Paul Ashwin
    Deposited On: 19 Oct 2009 10:12
    Refereed?: No
    Published?: Published
    Last Modified: 26 Jul 2012 21:36
    Identification Number:
    URI: http://eprints.lancs.ac.uk/id/eprint/27333

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