The significance of conflicting discourses in a professional degree: assessment in undergraduate fine art practice.
This paper expands on empirical research which revealed that, whether or not an institution's interpretative community was explicitly informed by outcomes-based assessment, the more powerful and implicit discourses that emerged in assessment practices were those of their professional practice and ac...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 38; no. 2; pp. 209 - 222 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Apr2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=121774506&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 121774506 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Apr2017 vid: 38 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 121774506 10.1080/01596306.2015.1075961 ppf: 209 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 868KB tig: atl: The significance of conflicting discourses in a professional degree: assessment in undergraduate fine art practice. aug: au: Belluigi, Dina Zoe affil: Centre for Higher Education Research, Teaching and Learning, Rhodes University, Grahamstown, South Africa su: Discourse Educational planning Developmental programs Educational change Art Artists sug: subj: Discourse Educational planning Developmental programs Educational change Art Artists keyword: assessment educational development interpretative communities objectivity practice-based Professional ab: This paper expands on empirical research which revealed that, whether or not an institution's interpretative community was explicitly informed by outcomes-based assessment, the more powerful and implicit discourses that emerged in assessment practices were those of their professional practice and academic traditions. Tensions, between the emerging dominant discourses, had their roots in academic perspectives and traditions; professional practice(s) and ways of being; and the more recent educational development discourses. The significance of these tensions for the discursive positioning of staff and students is discussed, with suggestions made for possible ways to negotiate these problematics more purposefully pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2017 holdings: @attributes: islocal: N |
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