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Autor/inn/en | An Le, Dao Thanh Binh; Hockey, John |
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Titel | Critical Thinking in the Higher Education Classroom: Knowledge, Power, Control and Identities |
Quelle | In: British Journal of Sociology of Education, 43 (2022) 1, S.140-158 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0142-5692 |
DOI | 10.1080/01425692.2021.2003182 |
Schlagwörter | Critical Thinking; Teaching Methods; Higher Education; Undergraduate Students; Case Studies; Teacher Attitudes; Supervisors; Administrator Attitudes; Instructional Leadership; Power Structure; Political Attitudes; Classification; Decision Making; Educational Change; Foreign Countries; College Faculty; Thinking Skills; Vietnam Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Lehrerverhalten; Instruction; Leadership; Bildung; Erziehung; Führung; Political attitude; Politische Einstellung; Classification system; Klassifikation; Klassifikationssystem; Decision-making; Entscheidungsfindung; Bildungsreform; Ausland; Fakultät; Denkfähigkeit |
Abstract | This paper examines how critical thinking is perceived and transmitted in higher education (HE) classrooms using two Vietnamese undergraduate programmes as case studies. The analysis of semi-structured interviews with teachers, supervisors and institutional leaders from both programmes reveals transmission of critical thinking is impacted upon by power relations from not only outside, in the form of cultural and political ideologies, but also "within" the pedagogic discourse itself. Guided by Bernstein's concepts of the pedagogic device, classification and framing, the discussion centres on how organisational and pedagogic decisions on critical thinking prepare Vietnamese students to think, or not, 'the unthinkable'. While teachers cannot unilaterally alter official curriculum texts to make critical thinking accessible to all students, it is the former's engagement, or not, in the re-organisation of curricular texts, and the use of particular pedagogic practices that can bring about change. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |