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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis Group in Teaching in Higher Education on 04/03/2015, available online: http://www.tandfonline.com/doi/abs/10.1080/13562517.2015.1016417

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Student engagement, ideological contest and elective affinity: the Zepke thesis reviewed

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Student engagement, ideological contest and elective affinity : the Zepke thesis reviewed. / Trowler, Paul.

In: Teaching in Higher Education, Vol. 20, No. 3, 2015, p. 328-339.

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Trowler, Paul. / Student engagement, ideological contest and elective affinity : the Zepke thesis reviewed. In: Teaching in Higher Education. 2015 ; Vol. 20, No. 3. pp. 328-339.

Bibtex

@article{9ba9675a609f42ac8d4ca2c4281f5b07,
title = "Student engagement, ideological contest and elective affinity: the Zepke thesis reviewed",
abstract = "This paper takes up issues raised in two articles by Nick Zepke and portrayed here as {\textquoteleft}the Zepke thesis{\textquoteright}. This thesis argues that the literature on, interest in and practices around student engagement in higher education have an elective affinity with neo-liberal ideology. At one level this paper counters many of the assertions that underpin the Zepke thesis, challenging them as being based on a selective and tendentious interpretation of that literature. It also points out the misuse of the concept of {\textquoteleft}elective affinity{\textquoteright} within the thesis. However, more significantly the paper argues that an understanding of how ideas are taken up and used requires a more sophisticated ontological understanding than the Zepke thesis exhibits. That thesis has strayed into the territory of the sociology of knowledge while ignoring the accounts and debates in that area developed over more than a century.",
keywords = "student engagement, elective affinity, neo-liberalism, higher education, ideology",
author = "Paul Trowler",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis Group in Teaching in Higher Education on 04/03/2015, available online: http://www.tandfonline.com/doi/abs/10.1080/13562517.2015.1016417",
year = "2015",
doi = "10.1080/13562517.2015.1016417",
language = "English",
volume = "20",
pages = "328--339",
journal = "Teaching in Higher Education",
issn = "1356-2517",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Student engagement, ideological contest and elective affinity

T2 - the Zepke thesis reviewed

AU - Trowler, Paul

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis Group in Teaching in Higher Education on 04/03/2015, available online: http://www.tandfonline.com/doi/abs/10.1080/13562517.2015.1016417

PY - 2015

Y1 - 2015

N2 - This paper takes up issues raised in two articles by Nick Zepke and portrayed here as ‘the Zepke thesis’. This thesis argues that the literature on, interest in and practices around student engagement in higher education have an elective affinity with neo-liberal ideology. At one level this paper counters many of the assertions that underpin the Zepke thesis, challenging them as being based on a selective and tendentious interpretation of that literature. It also points out the misuse of the concept of ‘elective affinity’ within the thesis. However, more significantly the paper argues that an understanding of how ideas are taken up and used requires a more sophisticated ontological understanding than the Zepke thesis exhibits. That thesis has strayed into the territory of the sociology of knowledge while ignoring the accounts and debates in that area developed over more than a century.

AB - This paper takes up issues raised in two articles by Nick Zepke and portrayed here as ‘the Zepke thesis’. This thesis argues that the literature on, interest in and practices around student engagement in higher education have an elective affinity with neo-liberal ideology. At one level this paper counters many of the assertions that underpin the Zepke thesis, challenging them as being based on a selective and tendentious interpretation of that literature. It also points out the misuse of the concept of ‘elective affinity’ within the thesis. However, more significantly the paper argues that an understanding of how ideas are taken up and used requires a more sophisticated ontological understanding than the Zepke thesis exhibits. That thesis has strayed into the territory of the sociology of knowledge while ignoring the accounts and debates in that area developed over more than a century.

KW - student engagement

KW - elective affinity

KW - neo-liberalism

KW - higher education

KW - ideology

U2 - 10.1080/13562517.2015.1016417

DO - 10.1080/13562517.2015.1016417

M3 - Journal article

VL - 20

SP - 328

EP - 339

JO - Teaching in Higher Education

JF - Teaching in Higher Education

SN - 1356-2517

IS - 3

ER -