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Against standardised experience: leaving our marks on the palimpsests of disciplinary knowledge

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Against standardised experience: leaving our marks on the palimpsests of disciplinary knowledge. / McArthur, Jan.
In: Teaching in Higher Education, Vol. 17, No. 4, 2012, p. 485-496.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

McArthur, J 2012, 'Against standardised experience: leaving our marks on the palimpsests of disciplinary knowledge', Teaching in Higher Education, vol. 17, no. 4, pp. 485-496. https://doi.org/10.1080/13562517.2012.711934

APA

McArthur, J. (2012). Against standardised experience: leaving our marks on the palimpsests of disciplinary knowledge. Teaching in Higher Education, 17(4), 485-496. https://doi.org/10.1080/13562517.2012.711934

Vancouver

McArthur J. Against standardised experience: leaving our marks on the palimpsests of disciplinary knowledge. Teaching in Higher Education. 2012;17(4):485-496. doi: 10.1080/13562517.2012.711934

Author

McArthur, Jan. / Against standardised experience : leaving our marks on the palimpsests of disciplinary knowledge. In: Teaching in Higher Education. 2012 ; Vol. 17, No. 4. pp. 485-496.

Bibtex

@article{e7071c3445b94bd6b0dc1f11848b4b12,
title = "Against standardised experience: leaving our marks on the palimpsests of disciplinary knowledge",
abstract = "This article is based upon a belief that the ways in which we engage with knowledge in higher education is linked directly to the possibilities for greater social justice. I explore the importance of students being able to engage with disciplinary knowledge that is as rich, lively and vibrant as that which academics hopefully encounter within their own research, and yet still clearly retain their rights as students to not yet know. I discuss the limitations of certainty, predictability and transparency and critique the prevailing trend towards what I call the standardisation of higher education. I then turn to the ways in which students, as students, might engage fully with this complex knowledge. I introduce the idea of disciplinary knowledge as a series of palimpsests and discuss the ways in which students should be given opportunities to leave their marks upon these.",
keywords = "Higher Education, Knowledge, Standardisation, Adorno, critical pedagogy, disciplines , standards , audit culture",
author = "Jan McArthur",
year = "2012",
doi = "10.1080/13562517.2012.711934",
language = "English",
volume = "17",
pages = "485--496",
journal = "Teaching in Higher Education",
issn = "1356-2517",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Against standardised experience

T2 - leaving our marks on the palimpsests of disciplinary knowledge

AU - McArthur, Jan

PY - 2012

Y1 - 2012

N2 - This article is based upon a belief that the ways in which we engage with knowledge in higher education is linked directly to the possibilities for greater social justice. I explore the importance of students being able to engage with disciplinary knowledge that is as rich, lively and vibrant as that which academics hopefully encounter within their own research, and yet still clearly retain their rights as students to not yet know. I discuss the limitations of certainty, predictability and transparency and critique the prevailing trend towards what I call the standardisation of higher education. I then turn to the ways in which students, as students, might engage fully with this complex knowledge. I introduce the idea of disciplinary knowledge as a series of palimpsests and discuss the ways in which students should be given opportunities to leave their marks upon these.

AB - This article is based upon a belief that the ways in which we engage with knowledge in higher education is linked directly to the possibilities for greater social justice. I explore the importance of students being able to engage with disciplinary knowledge that is as rich, lively and vibrant as that which academics hopefully encounter within their own research, and yet still clearly retain their rights as students to not yet know. I discuss the limitations of certainty, predictability and transparency and critique the prevailing trend towards what I call the standardisation of higher education. I then turn to the ways in which students, as students, might engage fully with this complex knowledge. I introduce the idea of disciplinary knowledge as a series of palimpsests and discuss the ways in which students should be given opportunities to leave their marks upon these.

KW - Higher Education

KW - Knowledge

KW - Standardisation

KW - Adorno

KW - critical pedagogy

KW - disciplines

KW - standards

KW - audit culture

U2 - 10.1080/13562517.2012.711934

DO - 10.1080/13562517.2012.711934

M3 - Journal article

VL - 17

SP - 485

EP - 496

JO - Teaching in Higher Education

JF - Teaching in Higher Education

SN - 1356-2517

IS - 4

ER -