Empowering or Disempowering the International Ph.D. Student? Constructions of the Dependent and Independent Learner

Autor/in	Goode, Jackie
Titel	Empowering or Disempowering the International Ph.D. Student? Constructions of the Dependent and Independent Learner
Quelle	In: British Journal of Sociology of Education, 28 (2007) 5, S.589-603 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
Schlagwörter	Independent Study; Doctoral Programs; Learning Strategies; Supervisor Supervisee Relationship; Student Surveys; Teacher Surveys; Interviews; Research Design; Student Empowerment; Convergent Thinking; Cooperative Learning; International Studies; Foreign Countries; China; Egypt; Greece; Guyana; India; Japan; Jordan; Malaysia; Mexico; Poland; Spain; Taiwan; Thailand; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Selbststudium; Doktorandenprogramm; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerbefragung; Interviewing; Interviewtechnik; Forschungsdesign; Studienberechtigung; Kooperatives Lernen; Internationaler Studiengang; Ausland; Ägypten; Griechenland; Indien; Mexiko; Polen; Spanien; Trinidad und Tobago
Abstract	There is in higher education a powerful discourse of "independent learning". While there may be pedagogical rationales to support the desirability of increased independence at the tertiary stage, it may also serve other institutional agendas, such as functioning as a way for academic staff to "manage" the frustrations experienced as teachers as a result of pressures to prioritise research. However, the individualisation of learning constituted by this discourse under-emphasises the collaborative nature of learning. Academic success and failure are neither the property of the individual students nor of the instruction they receive, but lie rather in the relationships between students and the practices in which they and their teachers engage during the course of their ongoing interactions. The learning experiences of international doctoral students are used here to illustrate ways in which discourses of dependence and independence can operate to disempower students. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10