Final published version
Licence: CC BY: Creative Commons Attribution 4.0 International License
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Negotiating partnership models in the humanities
T2 - The possibility of collaboration within undergraduate English courses
AU - Symonds, E.
PY - 2021/7/1
Y1 - 2021/7/1
N2 - Recognising the popularity of partnership models, this article questions the current literature on partnership within the humanities and explores the possibility of effectively implementing partnership within the English discipline, through exploration of the traditional modes of learning associated with specific disciplines and the barriers that exist through the traditional teacher-learner dynamic. It considers the difficulty of breaking down both the conventional learning methods of reading English and traditional hierarchies in universities in order to foster more collaborative processes. In this article, I use Fairclough’s three-dimensional model of critical discourse analysis to explore 32 interviews, 12 observations and 12 policy documents from two post-1992 English universities. Negotiating partnership models in the humanities requires further exploration, with attention given to conventional methods of learning associated with disciplines, traditional learner-teacher hierarchies and the structural barriers these associations create for establishing collaborative learning relationships between academics and undergraduates.
AB - Recognising the popularity of partnership models, this article questions the current literature on partnership within the humanities and explores the possibility of effectively implementing partnership within the English discipline, through exploration of the traditional modes of learning associated with specific disciplines and the barriers that exist through the traditional teacher-learner dynamic. It considers the difficulty of breaking down both the conventional learning methods of reading English and traditional hierarchies in universities in order to foster more collaborative processes. In this article, I use Fairclough’s three-dimensional model of critical discourse analysis to explore 32 interviews, 12 observations and 12 policy documents from two post-1992 English universities. Negotiating partnership models in the humanities requires further exploration, with attention given to conventional methods of learning associated with disciplines, traditional learner-teacher hierarchies and the structural barriers these associations create for establishing collaborative learning relationships between academics and undergraduates.
KW - English
KW - Higher education
KW - humanities
KW - partnership
KW - undergraduate
U2 - 10.1177/1474022220944827
DO - 10.1177/1474022220944827
M3 - Journal article
VL - 20
SP - 231
EP - 252
JO - Arts and Humanities in Higher Education
JF - Arts and Humanities in Higher Education
SN - 1474-0222
IS - 3
ER -