Difference in higher education pedagogies: gender, emotion and shame

Burke, Penny Jane

doi:10.1080/09540253.2017.1308471

Cited by 46 publications

(32 citation statements)

References 28 publications

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“…Feminist critiques of the 'feminization of higher education' have also pointed to ongoing binary divisions at play in universities that privilege the rational over the emotional and undermine an ethics of care, potentially marginalizing those dispositions associated with femininity (Burke 2015(Burke , 2017. Scholarship focused on intersectionality has engaged with the ways gender intersects with a range of social and cultural differences including class and race (see for example Mirza (2015) on 'embodied intersectionality').…”

Section: Introductionmentioning

confidence: 99%

Gender, post-truth populism and higher education pedagogies

Burke

Carolissen

2018

Teaching in Higher Education

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Section: Introductionmentioning

confidence: 99%

Gender, post-truth populism and higher education pedagogies

Burke

Carolissen

2018

Teaching in Higher Education

Self Cite

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“…Por otro, el enfoque sociocrítico se identificaría con la postura adoptada desde UNESCO. Este parte de la pedagogía crítica (Mc Arthur, 2010) y del modelo de derechos humanos (Rubio, 2017) desde sus intentos por reconceptualizar la pedagogía inclusiva desde estos referentes y abogar por una "pedagogía post-inclusiva" (Gibson, 2015, p. 876) que evidencia el poder como desventaja en la gestión de grupos educativos (Burke, 2017). Todo lo anterior cristaliza en una concepción bajo el prisma emancipador de la justicia social (Taylor, 2012;Whitburn et al, 2017) y la equidad (Pitman, 2015).…”

Section: Discussionunclassified

Inclusión educativa comparada en UNESCO y OCDE desde la cartografía social

Usarralde

2020

Educación XX1

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La inclusión como principio tanto pedagógico como parte de la política socioeducativa se ha asentado a nivel transnacional. La aportación del presente artículo consiste en demostrar cómo, a pesar de los discursos que hablan de homogeneización y de isomorfismos en los principios sociopolíticos de la educación debido a las directrices pergeñadas desde los organismos internacionales, se detectan divergencias que fidelizan a cada uno de ellos con modelos teóricos irreconciliables. Para demostrarlo, se utiliza el análisis de contenido y el estudio de caso a partir de los informes publicados entre 1994 y 2019, a fin de escrutar el discurso que sobre la inclusión educativa han mantenido dos organismos idiosincrásicos como son OCDE y UNESCO en materia de inclusión educativa, detectando con ello las convergencias y las divergencias manifiestas en su retórica discursiva. En los resultados, se adopta, además, la cartografía social, técnica usualmente utilizada en educación comparada, para evidenciar las ideas-fuerza que se han seleccionado de aquellos textos que construyen el debate: la OCDE y su visión de equidad que limita y condiciona a la inclusión y la UNESCO y su enfoque de modelo de derechos desde la justicia social. Al mismo tiempo, se identifican las posiciones polares intertextuales que existen en los ejes (la teoría de desarrollo económico redistributivo y la teoría sociocrítica, respectivamente) de las que se deriva su propia idiosincrasia, al tiempo que, en las conclusiones, se acaban identificando las comunidades textuales que comparten la forma de ver y comunicar la realidad (su visión de ambas de la responsabilidad que las instituciones escolares tienen de acuerdo con una conceptualización más social de la, primero discapacidad y, ahora, inclusión educativa).

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“…(HEFCE, 2018) Previous research suggests that BME students may face difficulty with academic writing, professional writing and argumentation at university level (HEA/ECU, 2011), have a weak perception of their intellectual abilities, which results in lowered expectations, and have less access to information about degree classification, less knowledge of independent learning and difficulties with critical thinking (Cowden and Singh, 2012). Thinking beyond ethnicity, however, there are a range of factors that may impact on students' ability to finish their degree and go on to successful careers, including subject of study, institution, socio-economic class, parental education and age on entry (Crawford, 2014) Gender has also been identified as a key area of oppression (Burke, 2013(Burke, , 2017HEA, 2008). Recently, it has been suggested that religion has been largely ignored within the widening participation and diversity literature despite being highlighted as a key area that may negatively impact on students' experience of higher education (Guest et al, 2013;Stevenson and Clegg, 2012).…”

Section: Higher Education and Widening Participation In The United Kimentioning

confidence: 99%

Resisting neoliberal policies in UK higher education: Exploring the impact of critical pedagogies on non-traditional students in a post-1992 university

Sanders-McDonagh

Davis

2018

Education, Citizenship and Social

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In this article, we focus on how neoliberal performance metrics impact on non-traditional students at a modern university in England. We argue that the introduction of 'quality assurance' measures, (such as the National Student Survey and the Teaching Excellence Framework) are driven by an ideology which purports to have student's best interests at heart by raising teaching standards, focusing on graduate employability and wider participation, but in fact works to discourage critical pedagogic practices that would allow for more democratic and dialogic spaces of learning. This article presents findings from one multi-modal qualitative case study at a particular higher education institution in London, where many of the students originate from socially and economically deprived areas and frequently come from ethnic minority groups. We argue that the radical space of the classroom provides a unique opportunity for students to move into collective and empathetic modes of learning that yield both normative measures of 'success' as well as more transformative outcomes. We maintain that critical pedagogies work to disrupt the neoliberal narrative that champions individual success and the student-as-consumer model, and by doing so, helps to redress the persistent inequalities that non-traditional students face in UK higher education settings.

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Difference in higher education pedagogies: gender, emotion and shame

Cited by 46 publications

References 28 publications

Gender, post-truth populism and higher education pedagogies

Gender, post-truth populism and higher education pedagogies

Inclusión educativa comparada en UNESCO y OCDE desde la cartografía social

Resisting neoliberal policies in UK higher education: Exploring the impact of critical pedagogies on non-traditional students in a post-1992 university

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