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ERIC Number: EJ1150130
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1356-2517
A Framework for Authenticity in Designing a Research-Based Curriculum
Wald, Navé; Harland, Tony
Teaching in Higher Education, v22 n7 p751-765 2017
This conceptual paper is concerned with the discursive and applied attributes of "authenticity" in higher education, with a particular focus on teaching science through student research. Authenticity has been mentioned in passing, claimed or discussed by scholars in relation to different aspects of higher education, including teaching, learning, assessment and achievement. However, it is our position that in spite of the growing appeal of authenticity, the use of the term is often vague and uncritical. The notion of authenticity is complex, has a range of meanings and is sometimes contested. Therefore, we propose here a practice-oriented and theoretically-informed framework for what constitutes authenticity within the context of teaching through research. This framework brings together aspects of the "real world," existential self, and embedded meaning, and aligns them with different outcomes relating to knowledge and to students. Different models of teaching through research with conflicting claims to authenticity are used to illustrate the framework.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A