"Always Allowing the Voice": Expectations of Student Participation and the Disciplining of Teachers' Practice

Autor/in	Mariskind, Clare
Titel	"Always Allowing the Voice": Expectations of Student Participation and the Disciplining of Teachers' Practice
Quelle	In: Teaching in Higher Education, 18 (2013) 6, S.596-605 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2013.764861
Schlagwörter	Foreign Countries; Student Participation; College Students; College Faculty; Student Diversity; Teacher Attitudes; Qualitative Research; Semi Structured Interviews; Personal Narratives; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Collegestudent; Fakultät; Lehrerverhalten; Qualitative Forschung; Erlebniserzählung; Neuseeland
Abstract	Student participation in higher education classrooms is considered important for learning and achievement, but what is meant by participation is rarely made clear. In the literature, it often refers to various forms of verbal participation, which are celebrated and also critiqued. In particular, Western pedagogical assumptions and expectations of classroom participation can marginalise students from non-Western cultures. This article discusses the findings from a study of university teaching staff in New Zealand who spoke about their experiences of teaching a diverse range of students. Analysis of narrative data investigates what participation means for these teachers and how they enact it in their classrooms. It reveals the norms and assumptions that underlie their narratives and considers how these norms discipline teachers' practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10