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Pedagogies for diversity: retaining critical challenge amidst fears of ‘dumbing down’

Published on Oct 1, 2006in Studies in Higher Education2.85
· DOI :10.1080/03075070600922709
Tamsin Haggis8
Estimated H-index: 8
(University of Stirling)
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Abstract
Growing concerns about retention and attrition rates in a mass and increasingly marketised higher education system have encouraged the idea that ‘meeting learner needs’ should be a key focus for institutional attention. It is suggested that this approach is unrealistic, however, because of the extent of the diversity which it attempts to respond to. An alternative response is to move away from the individualised focus on needs, deficits and ‘support’, towards a consideration of ‘activities, patterns of interaction and communication failures’, in relation to higher education pedagogical cultures. This move reconceptualises the idea of ‘barriers to learning’, attempting to understand how more subtle aspects of higher education pedagogical cultures may themselves be creating conditions which make it difficult, or even impossible, for some students to learn. Deliberately forging a middle path between conventional and radical approaches to pedagogy, the article attempts to identify examples of ‘older’ values a...
  • References (36)
  • Citations (220)
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References36
Newest
Published on Jul 1, 2004in Teaching in Higher Education1.72
Barry Stierer5
Estimated H-index: 5
(University of Brighton),
Maria Antoniou3
Estimated H-index: 3
(University of Brighton)
We note that there is a scarcity of methodological literature aimed at guiding Higher Education teachers wishing to conduct pedagogic research, despite the increasing value accorded to such research. This may be because pedagogic research in HE does not differ significantly from that in other educational settings; if this were so, HE teachers could usefully draw upon existing, largely schools‐focused texts to inform their projects. However, we speculate that methodologies for pedagogic research ...
Published on Jun 1, 2004in Studies in Higher Education2.85
Tamsin Haggis8
Estimated H-index: 8
(University of Stirling)
It might be expected that the challenges and pressures currently affecting British higher education would be stimulating an atmosphere of analysis and debate in relation to the ‘official discourse’ of mainstream pedagogical theory in higher education. It seems, however, that the literature offers new university teachers a fairly narrow range of conceptual models, a large number of which are centred upon the ‘approaches to learning’/‘conceptions of learning’ model. This article does not seek to a...
Published on Dec 20, 2013
John Swain16
Estimated H-index: 16
Introduction - Sally French PART ONE: PERSPECTIVES ON DISABILITY AND IMPAIRMENT An Historical Overview Disability and Impairment - Carol Thomas Disability, Disability Studies and the Academy - Colin Barnes Developing an Affirmative Model of Disability and Impairment - Colin Cameron Dependence, Independence and Normality - Colin Goble Reflections on Doing Emancipatory Disability Research - Colin Barnes International Perspectives on Disability - John Swain and Sally French PART TWO: IN OUR OWN IMA...
Published on Jan 1, 2004
Frank Furedi21
Estimated H-index: 21
A dyestuff of the formula: wherein D is the residue of a colored compound of the 6,13-dichlorotriphendioxazine series, the triazine group being attached to a nitrogen atom in D, and wherein:
Published on Dec 1, 2003in Journal of Education Policy2.68
Carole Leathwood1
Estimated H-index: 1
,
Paul O'Connell1
Estimated H-index: 1
This paper explores constructions of the ‘new’ university student in the context of UK government policy to widen participation in higher education. New Labour discourse stresses the benefits of widening participation for both individuals and society, although increasing the levels of participation of students from groups who have not traditionally entered university has been accompanied by a discourse of ‘dumbing down’ and lowering standards. The paper draws on an ongoing longitudinal study of ...
Published on Apr 1, 2003in Teaching in Higher Education1.72
Andrew Northedge4
Estimated H-index: 4
(OU: Open University)
Enthusiasm for replacing the didactic authoritarian pedagogue with the learning facilitator has seemed to call into question the role of the teacher as subject expert. Yet students need an insider's expertise to support them in gaining access to the academic discourses they seek to become conversant with. The teacher, as subject expert, has three key roles to play in enabling learning: lending the capacity to participate in meaning, designing well planned excursions into unfamiliar discursive te...
Published on Jan 1, 2003
D. Hayes1
Estimated H-index: 1
Published on Jan 1, 2003in Teaching in Higher Education1.72
Andrew Northedge4
Estimated H-index: 4
(OU: Open University)
Higher education has faced profound teaching challenges in recent times, as it has delivered a widening range of courses to students of increasingly diverse backgrounds, expectations and levels of preparedness. These challenges call for a more radical shift in teaching than simply incorporating remedial support within existing teaching programmes. This paper argues that neither traditional 'knowledge delivery' models of teaching, nor a purely 'student-centred' approach, adequately addresses the ...
Published on Jun 27, 2005
Louise Archer38
Estimated H-index: 38
,
Merryn Hutchings13
Estimated H-index: 13
,
Alistair Ross8
Estimated H-index: 8
1. Social Class and Higher Education 2. Higher Education and Social Access: to the Robbins Report 3. Access to Higher Education: Inclusion for the Masses? 4. Participation and Potential Participation in UK Higher Education 5. The 'Value' of Higher Education 6. Information, Advice and Cultural Discourses of Higher Education 7. Entry Routes to Higher Education: Pathways, Qualifications and Social Class 8. Financial Barriers to Participation 9. Identities, Inequalities and Higher Education 10. Wide...
Published on Dec 22, 2002
Louise Archer38
Estimated H-index: 38
Cited By220
Newest
Published on Nov 15, 2016in Urban Education2.04
Kimberley Gomez8
Estimated H-index: 8
,
Louis M. Gomez29
Estimated H-index: 29
+ 2 AuthorsNicole Mancevice
Annually, thousands of U.S. students fail high school introductory biology. The language demands of biology are large, and science teachers are often unprepared to support students’ language needs. Here, we describe a 4-week summer high school introductory biology course executed in a large West Coast city. Our aim was to help 33 students recover their biology credit. A centerpiece of the 4-week course was the embedding of metacognitive language support tools in class lectures and assessments. O...
Published on May 3, 2018in Journal of Further and Higher Education
S. Elliott (Bishop Grosseteste University), H. Hendry (Bishop Grosseteste University)+ 13 AuthorsN. Lilley (Bishop Grosseteste University)
Student difficulties with the transition to writing in higher education are well documented whether from a ‘study skills’, an ‘academic socialisation’ or an ‘academic literacies’ perspective. In order to more closely examine the challenges faced by students from widening participation backgrounds and diverse routes into undergraduate study, this project focuses on first year undergraduate experiences of developing academic literacies on an Education Studies programme at one university in England...
Published on Jul 25, 2019
Meloni Muir4
Estimated H-index: 4
,
Helen Drury6
Estimated H-index: 6
+ 1 AuthorsFiona White
The authors report on a study that examined how academics in two faculties (Business and Science) at a large, research-focused university use information about student diversity to inform their teaching. Ninety-nine Science academics completed an online survey regarding their knowledge of their student cohort’s demographic, cultural, language, and educational backgrounds at the beginning of semester. They then received a concise two-page, course-specific document, Knowing Your Students (KYS) rep...
Published on Mar 21, 2019in WMU journal of maritime affairs
Evangelos Boulougouris8
Estimated H-index: 8
(University of Strathclyde),
Panagiotis Mizythras1
Estimated H-index: 1
(University of Strathclyde)
+ 4 AuthorsIsmail Kurt1
Estimated H-index: 1
(Izmir Kâtip Çelebi University)
Continuous training is considered nowadays as a key issue for the evolution of people being at professional and personal levels, enhancing productivity, employability, and social stability in a globally competitive world. Furthermore, the introduction of new technologies, the imposition of new regulations in the maritime industry and the growing challenges at port, shipping and logistics level increase the demand for new educational schemes. Concerning the market needs, TrainMoS II and On the Mo...
Published on Apr 3, 2019in International Journal of Inclusive Education1.05
Angela Daddow (Deakin University), Darren Cronshaw (Swinburne University of Technology)+ 1 AuthorsRuth Sandy (Swinburne University of Technology)
ABSTRACTReligious faith and spiritual practices, although increasingly important to some students, are often avoided in the Western University classroom and student experience. There are some under...
Published on Mar 2, 2019in Higher Education3.00
Lisa McGrath5
Estimated H-index: 5
(SHU: Sheffield Hallam University),
Raffaella Negretti4
Estimated H-index: 4
(Chalmers University of Technology),
Karen Nicholls (SHU: Sheffield Hallam University)
Subject specialists’ knowledge of academic and disciplinary literacy is often tacit. We tackle the issue of how to elicit subject specialists’ tacit knowledge in order to develop their pedagogical practices and enable them to communicate this knowledge to students. Drawing on theories of genre and metacognition, a professional development activity was designed and delivered. Our aims were to (1) build participants’ genre knowledge and (2) scaffold metacognitive awareness of how genre knowledge c...
Published on Jan 1, 2019
Melissa Jane Hardie2
Estimated H-index: 2
,
Kieryn McKay1
Estimated H-index: 1
Abstract In 2012, the Department of English at the University of Sydney, Australia, established The LINK Project, a faculty-driven outreach program that builds sustainable partnerships with low socioeconomic status (SES) secondary schools across the state of New South Wales. Focused on discipline-centered engagement, LINK positions pedagogic work as a vital site for the advancement of a social inclusion agenda. However, the operative logic of such programs present a distinct set of pedagogical c...
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