Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/457
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Pedagogies for diversity: retaining critical challenge amidst fears of 'dumbing down'
Authors: Haggis, Tamsin
Contact Email: tamsin.haggis@stir.ac.uk
Keywords: Pedagogy, diversity, higher education, adult learning, critical challenge, dumbing down
Issue Date: Oct-2006
Publisher: Taylor & Francis
Citation: Haggis T (2006) Pedagogies for diversity: retaining critical challenge amidst fears of 'dumbing down', Studies in Higher Education, 31 (5), pp. 521-535.
Abstract: Growing concerns about retention and attrition rates in a mass and increasingly marketised higher education system have encouraged the idea that ‘meeting learner needs’ should be a key focus for institutional attention. It will be suggested that this approach is unrealistic, however, because of the extent of the diversity which it attempts to respond to. An alternative response is to move away from the individualised focus on needs, deficits and ‘support’, towards a consideration of ‘activities, patterns of interaction and communication failures’, in relation to higher education pedagogical cultures. This move reconceptualises the idea of ‘barriers to learning’, attempting to understand how more subtle aspects of higher education pedagogical cultures may themselves be creating conditions which make it difficult, or even impossible, for some students to learn. Deliberately forging a middle path between conventional and radical approaches to pedagogy, the paper attempts to identify examples of ‘older’ values and assumptions which may be positive and functional, and to separate these out from a number of other values and assumptions which, it is argued, may act to prevent students from being able to access new disciplinary worlds.
Type: Journal Article
URI: http://hdl.handle.net/1893/457
DOI Link: http://dx.doi.org/10.1080/03075070600922709
Rights: Published in Studies in Higher Education by Taylor & Francis

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