"Student Engagement" and the Tyranny of Participation

Autor/in	Gourlay, Lesley
Titel	"Student Engagement" and the Tyranny of Participation
Quelle	In: Teaching in Higher Education, 20 (2015) 4, S.402-411 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2015.1020784
Schlagwörter	Foreign Countries; Higher Education; Learner Engagement; Student Participation; Network Analysis; Educational Theories; Writing (Composition); Literacy; Academic Discourse; Social Theories; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Netzplantechnik; Educational theory; Theory of education; Bildungstheorie; Schreibübung; Alphabetisierung; Schreib- und Lesefähigkeit; Discourse; Diskurs; Gesellschaftstheorie; Großbritannien
Abstract	Student engagement in higher education has tended to be discussed in mainstream discourses by invoking typologies, seeking to place students into categories and focusing on the importance of "participation". I will give a critique of these ideologically loaded and normative constructs and their inherent contradictions, proposing an alternative framing drawing on sociomateriality. This framing, I will argue, allows us to explore the complexities of day-to-day practices, acknowledging the centrality of texts and meaning-making in "being a student". Referring to a longitudinal multimodal journaling study, I will argue that contemporary student engagement and sites of learning are constantly emergent, contingent and restless--not only transgressing the mainstream constructs mentioned above but also raising fundamental questions about apparently "common-sense" binaries such as digital/material, public/private and device/author. I will suggest implications in terms of research and understanding of the day-to-day unfolding of higher education as situated social practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01