Who Says It's Common? Rethink Our Assumptions about Common Sense in Teaching

Autor/inn/en	Fan, Yifeng; Hogan, Toschia M.
Titel	Who Says It's Common? Rethink Our Assumptions about Common Sense in Teaching
Quelle	In: Journal of Management Education, 47 (2023) 1, S.117-134 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fan, Yifeng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/10525629221143758
Schlagwörter	Teaching Methods; Management Development; Inclusion; Educational Experience; Social Differences; Social Mobility; Social Class; Socialization; Social Bias; Higher Education; Student Characteristics; Instructional Design; Advantaged; College Students; College Faculty + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Bildungserfahrung; Sozialer Unterschied; Soziale Mobilität; Social classes; Soziale Klasse; Socialisation; Sozialisation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Collegestudent; Fakultät
Abstract	There has been strong advocacy for educators to extensively examine pedagogical assumptions to design more inclusive and accessible classes. However, our assumptions about inclusivity and the interplay of privilege and students' "common sense" have received little attention. As such, a common sense gap exists, where faculty may regard certain content or information as familiar to all students without considering the more profound effects of institutionalized privileges on the educational experiences of students without privileged backgrounds. Adopting a critical lens to examine foundational assumptions about common sense has meaningful implications for the ideal of higher education as a credible pathway to social mobility for all. This paper illustrates how the creation and dissemination of "common sense" are bounded by social class and socialization processes. We consider how blind spots about "common sense" in management learning and education shape the experience of less privileged students, which then helps create and perpetuate stigma and inequality in workplaces and society. Furthermore, we integrate the literature on stigma and higher education to confer suggestions for educators and institutions on how to destigmatize education and effectively design and deliver inclusive classroom experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01