Study, Power and the University
Published on 1. November 2008
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978-0-335-23685-5 (ISBN)
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Description
This book highlights the effects of power within the higher educational process, and argues that in order to understand the student experience we have to take seriously the institution as a context for learning.
It considers key questions such as:
- Why is the student experience of higher education sometimes negative or restricted?
- How does power operate within the institution?
- What are the forces that limit or enable student agency?
- How can institutions of higher education create conditions which best support more enabling forces?
Higher Education has its own particular culture, social relations and practices, governed by social and discursive norms. It is always implicated in relations of power through its function in society and its effects on individuals. This book considers how, for the student, these effects can be enabling and engaging, or limiting and diminishing.
In exploring the effects of the institutionalization of learning and the workings of power implicated within this, it sets out to add to more cognitive and pedagogic ways of understanding student experience in higher education.
Study, Power and the University provides key reading for educational researchers and developers, academics and higher education managers.
It considers key questions such as:
- Why is the student experience of higher education sometimes negative or restricted?
- How does power operate within the institution?
- What are the forces that limit or enable student agency?
- How can institutions of higher education create conditions which best support more enabling forces?
Higher Education has its own particular culture, social relations and practices, governed by social and discursive norms. It is always implicated in relations of power through its function in society and its effects on individuals. This book considers how, for the student, these effects can be enabling and engaging, or limiting and diminishing.
In exploring the effects of the institutionalization of learning and the workings of power implicated within this, it sets out to add to more cognitive and pedagogic ways of understanding student experience in higher education.
Study, Power and the University provides key reading for educational researchers and developers, academics and higher education managers.
More details
Person
Sarah J. Mann is Senior Lecturer in the Learning and Teaching Centre at the University of Glasgow. She is head of the Academic Development Unit and is responsible for the MEd in Academic Practice.
Content
Chapter 1 Introduction
Part 1 The Student Experience
Chapter 2 Student Approaches to Learning
Chapter 3 The Experience of Being a Student
Part 2 The Institution as a Context for Learning
Chapter 4 Context and Power
Chapter 5 The Economic and Social Function of Higher Education
Chapter 6 The Institutionalization of Time, Space, Activity and the Self
Chapter 7 Learning as Discursive Practice
Chapter 8 The Special Case of Assessment
Part 3 Possible Futures: Concentration or Differentiation
Chapter 9 Concentration: The Self and the Limiting Forces of the Institution
Chapter 10 Differentiation: The Enabling Forces of the Institution
Part 1 The Student Experience
Chapter 2 Student Approaches to Learning
Chapter 3 The Experience of Being a Student
Part 2 The Institution as a Context for Learning
Chapter 4 Context and Power
Chapter 5 The Economic and Social Function of Higher Education
Chapter 6 The Institutionalization of Time, Space, Activity and the Self
Chapter 7 Learning as Discursive Practice
Chapter 8 The Special Case of Assessment
Part 3 Possible Futures: Concentration or Differentiation
Chapter 9 Concentration: The Self and the Limiting Forces of the Institution
Chapter 10 Differentiation: The Enabling Forces of the Institution