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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/483
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dc.contributor.authorHaggis, Tamsinen_UK
dc.contributor.editorSatterthwaite, Jeromeen_UK
dc.contributor.editorAtkinson, Elizabethen_UK
dc.date.accessioned2018-02-21T01:50:55Z-
dc.date.available2018-02-21T01:50:55Z-
dc.date.issued2004en_UK
dc.identifier.urihttp://hdl.handle.net/1893/483-
dc.description.abstractThis chapter sets out to explore the ways in which learning in Higher Education is discussed by a group of learners, as opposed to how it is discussed by theorists and policy makers2. This will be done through examining metaphors in the talk of a group of mature students who are about to embark upon a university access course. Questions will then be raised about the type of analysis which underpins this discussion, and an alternative analysis will be explored which will attempt to look at description and metaphor from a different epistemological perspective, that of complexity and non-linear/dynamic systems theory (Cilliers, 1998; Bosma & Kunnen, 2001).en_UK
dc.language.isoenen_UK
dc.publisherTrenthamen_UK
dc.relationHaggis T (2004) Constructions of learning in higher education: metaphor, epistemology, and complexity. In: Satterthwaite J & Atkinson E (eds.) The Disciplining of Education: New Languages of Power and Resistance. Stoke on Trent: Trentham, pp. 181-197. http://www.trentham-books.co.uken_UK
dc.rightsPublished by Trentham. Reproduced with the permission of the copyright holder.en_UK
dc.subjectlearningen_UK
dc.subjectcomplexityen_UK
dc.subjectmetaphoren_UK
dc.subjectepistemologyen_UK
dc.subjectLearning, Psychology ofen_UK
dc.subjectAdult education Great Britainen_UK
dc.subjectEducation, Higher Great Britainen_UK
dc.titleConstructions of learning in higher education: metaphor, epistemology, and complexityen_UK
dc.typePart of book or chapter of booken_UK
dc.citation.spage181en_UK
dc.citation.epage197en_UK
dc.citation.publicationstatusPublisheden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.identifier.urlhttp://www.trentham-books.co.uken_UK
dc.author.emailtamsin.haggis@stir.ac.uken_UK
dc.citation.btitleThe Disciplining of Education: New Languages of Power and Resistanceen_UK
dc.citation.isbn9781858563374en_UK
dc.publisher.addressStoke on Trenten_UK
dc.contributor.affiliationEducationen_UK
dc.identifier.wtid827447en_UK
dcterms.dateAccepted2004-12-31en_UK
dc.date.filedepositdate2008-10-17en_UK
rioxxterms.typeBook chapteren_UK
rioxxterms.versionAMen_UK
local.rioxx.authorHaggis, Tamsin|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.contributorSatterthwaite, Jerome|en_UK
local.rioxx.contributorAtkinson, Elizabeth|en_UK
local.rioxx.freetoreaddate2008-10-17en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/all-rights-reserved|2008-10-17|en_UK
local.rioxx.filenameHaggis_Constructions_of_learning_2004.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source9781858563374en_UK
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