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ERIC Number: EJ828229
Record Type: Journal
Publication Date: 2007-Jun
Pages: 12
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0965-0792
From Transmission to Dialogue: Promoting Critical Engagement in Higher Education Teaching and Learning
Moustakim, Mohamed
Educational Action Research, v15 n2 p209-220 Jun 2007
This article reports on a self-study that focuses on encouraging a group of undergraduate students to be active learners by promoting their critical engagement with what they are learning. The descriptions and explanations in the self-study give account of the contradictions and challenges encountered in my attempts to reconcile between students' perceptions of my "authority" as the lecturer, constraints inherent in curriculum design and my commitment to dialogical education. My pursuit of a democratic, critically engaged collaborative scholarship led me to reconceptualise my teaching and learning interactions with my students through the lens of a dynamic "living educational theory", thereby negotiating contradictions while improving my educational practice. The article concludes that, albeit somewhat attenuated, what Whitehead calls "living contradictions" still persist and will require a re-examination of "macro" objectives of the whole programme and further collaborative action, involving students and colleagues in the pursuit of dialogical education.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom