Learning and Teaching in Higher Education
Policy Discourses and the Illusion of Best Practice
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Beschreibung
“A timely and compelling contribution bridging “teaching and learning” and “policy” in higher education, this book offers a well-designed, original study with insightful findings. It successfully connects the various reforms and policies in the UK to the day-to-day work of university teachers. Drawing on a clear and systematic analytical framework, the book enriches the ongoing debates on higher education reforms and shows possible ways to conduct further research on the nexus policy-teaching.”
--Professor Tatiana Fumasoli, Institute of Education, University College London, UK
This book explores the discourses in learning and teaching policy in UK higher education, traces how these ideas are recontextualised at institutional level and reveals the differences between policy discourses and lecturers’ and students’ experiences. The author argues that policy ideas around learning and teaching are not simply value-free ‘best practice’ but reflect the socio-political context of higher education. The study uses an innovative conceptual framework of critical discourse studies (CDS) and Bernstein’s sociology of pedagogy to provide critical lenses to uncover the underlying messages of policy. The book will interest a wide academic audience including anyone involved in higher education globally.
Sarah Horrod is Assistant Professor in TESOL at the University of Nottingham, UK. She has extensive experience in TESOL, applied linguistics and academic literacies in UK higher education. Her research interests include higher education policy, practices and identities using a critical discourse studies’ approach.
This book explores the discourses in learning and teaching policy in UK higher education, traces how these ideas are recontextualised at institutional level and reveals the differences between policy discourses and lecturers’ and students’ experiences. The author argues that policy ideas around learning and teaching are not simply value-free ‘best practice’ but reflect the socio-political context of higher education. The study uses an innovative conceptual framework of critical discourse studies (CDS) and Bernstein’s sociology of pedagogy to provide critical lenses to uncover the underlying messages of policy. The book will interest a wide academic audience including anyone involved in higher education globally.
Examines what is presented as ‘best practice’ within its socio-political context Identifies key discourse strategies that are employed to add weight to policy Investigates how policy ideas move and change through different documents and spaces
Autor*in
Sarah Horrod
Themen in »Learning and Teaching in Higher Education«
discourse analysis higher education policy discourse-historical approach recontextualisation Bernstein’s pedagogic device
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“A timely and compelling contribution bridging “teaching and learning” and “policy” in higher education, this book offers a well-designed, original study with insightful findings. It successfully connects the various reforms and policies in the UK to the day-to-day work of university teachers. Drawing on a clear and systematic analytical framework, the book enriches the ongoing debates on higher education reforms and shows possible ways to conduct further research on the nexus policy-teaching.” (--Professor Tatiana Fumasoli, Institute of Education, University College London, UK)
"How do HE policies change educational practices? Answering this question requires theoretically-rich, fine-grained studies that interrogate both policy texts and academics’ and students’ situated practices. In this excellent book, Sarah Horrod successfully and engagingly achieves this task, showing how teaching and learning policies are recontextualised as they move through the HE system. In doing so, she convincingly demonstrates the unhelpful nonsense of ‘best practice’ and offers rich resources for alternative ways of understanding policy trajectories." (Professor Paul Ashwin, Professor of Higher Education, Lancaster University, UK.)
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