Contested spaces: Power and authority in an introductory undergraduate course

Uzi Zevik Brami, Iris Tabak

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

Introductory undergraduate courses are meant to induct learners into a field of study and prepare them for advanced courses. This requires a delicate balance between presenting learners with canonical interpretations, and giving learners opportunities to engage in their own interpretive work (Tabak and Baumgartner, 2004). An emphasis on presenting the canon of the field can result in monologic instruction, where learners are expected to strictly assimilate knowledge (Gutierrez, Rymes, and Larson, 1995). In contrast, an emphasis on student self-expression can result in a cacophony of individual student voices, that do not engage with each other nor with the intellectual capital of the field (Kirschner, Sweller, and Clark, 2006). In both cases, learners are likely to emerge from these educational experiences untransformed intellectually.

Original languageEnglish
Title of host publicationDeveloping Transformative Spaces in Higher Education
Subtitle of host publicationLearning to Transgress
PublisherTaylor and Francis
Pages74-93
Number of pages20
ISBN (Electronic)9781351725149
ISBN (Print)9781138742307
DOIs
StatePublished - 1 Jan 2018

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