ERIC Number: EJ949406
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 29
Reflexive Pedagogy: Disciplinary Idioms as Resources for Teaching
Garnett, Robert F.; Vanderlinden, Lisa K.
Teaching in Higher Education, v16 n6 p629-640 2011
Disciplinary models of learning such as ethnography (cultural anthropology) and market competition (economics) have received little attention in the burgeoning literature on "how teacher thinking shapes education". To mobilize the pedagogical potential of these disciplinary idioms, the authors draw from the path-breaking works of Palmer and Rowland, the anthropological literature on teaching as ethnography, and their own experiences as teachers of cultural anthropology and economics to conceptualize a process they term reflexive pedagogy. Reflexive pedagogy--the deliberate cultivation of discipline-specific learning theories--encourages instructors to integrate the intellectual frameworks and identities of their teaching and scholarly lives and thus provides an effective vehicle for faculty dialogue and teacher development.
Descriptors: Learning Theories, Ethnography, Cultural Context, Reflective Teaching, Teaching Methods, Identification, Teacher Education, Attention, College Faculty, Anthropology, Epistemology
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A