Critical Thinking in the Higher Education Classroom: Knowledge, Power, Control and Identities

Autor/inn/en	An Le, Dao Thanh Binh; Hockey, John
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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