Operationalising Dialogic Accounting Education through Praxis and Social and Environmental Accounting: Exploring Student Perspectives

Autor/inn/en	Wong, Alex; George, Sendirella; Tanima, Farzana Aman
Titel	Operationalising Dialogic Accounting Education through Praxis and Social and Environmental Accounting: Exploring Student Perspectives
Quelle	In: Accounting Education, 30 (2021) 5, S.525-550 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (George, Sendirella) ORCID (Tanima, Farzana Aman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2021.1919531
Schlagwörter	Accounting; Teaching Methods; Hidden Curriculum; Neoliberalism; Professional Education; Educational Change; Democratic Values; Social Attitudes; Political Attitudes; Accountability; Student Attitudes; Teacher Attitudes; Course Descriptions; Undergraduate Students; College Faculty; Instructional Design; Dialogs (Language); Critical Thinking; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Heimlicher Lehrplan; Neo-liberalism; Neoliberalismus; Berufsausbildung; Bildungsreform; Social attidude; Soziale Einstellung; Political attitude; Politische Einstellung; Verantwortung; Schülerverhalten; Lehrerverhalten; Kursstrukturplan; Fakultät; Lesson concept; Lessonplan; Unterrichtsentwurf; Dialog; Dialogs; Dialogue; Dialogues; Kritisches Denken; Ausland; Neuseeland
Abstract	Higher accounting education tends to be monologic and uphold a 'hidden curriculum' based on neoliberal and neoclassical economic assumptions that prioritise financial stakeholders' concerns and profit maximisation. This informs what is regarded as teachable knowledge in accounting education, and how this is taught. Critical accounting researchers have urged educators/researchers to adopt dialogic pedagogical approaches to reimagine how accounting can facilitate democratic dialogue about the range of practices it covers; expose students to divergent socio-political perspectives on accountability; and promote critical reflection and transform their understandings of their lived realities. Our research is situated within the critical Social and Environmental Accounting (SEA) literature and the potential of a dialogic accounting pedagogy. Through student interviews and reflections from educators, we explore the design and implementation of a third-year accounting course containing a SEA component, and its potential for achieving the aspirations of dialogic pedagogy, and how this can be developed and implemented. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01