'If you don't have a relationship with your tutor...you don't care about the subject': revisiting the role of the teacher - getting off the 'sideline' and 'meddling in the middle'.
We developed a pedagogy addressing both academic literacies and critical analysis where students would, with limited facilitation, actively engage with texts and each other. In this article we reflect on what the students who engaged with the pedagogy taught us: that teachers need to be much more th...
| Publicado en: | Social Work Education Vol. 42; no. 6; pp. 809 - 831 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Sep2023
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=171339742&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 171339742 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Sep2023 vid: 42 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 171339742 10.1080/02615479.2021.1988918 ppf: 809 ppct: 22 formats: fmt: – @attributes: type: T – @attributes: type: P size: 459KB tig: atl: 'If you don't have a relationship with your tutor...you don't care about the subject': revisiting the role of the teacher - getting off the 'sideline' and 'meddling in the middle'. aug: au: Fox, John Gerard O'Maley, Pauline affil: Social Work Unit, School of Health and Social Development, Faculty of Health, Deakin University, Geelong, Australia Retired, Formerly Academic Support and Development, Victoria University, Melbourne, Australia su: Teacher-student relationships Student engagement Teaching methods Teacher attitudes Student attitudes Higher education sug: subj: Teacher-student relationships Student engagement Teaching methods Teacher attitudes Student attitudes Higher education keyword: marxism pedagogies teaching widening participation marxism pedagogies teaching widening participation ab: We developed a pedagogy addressing both academic literacies and critical analysis where students would, with limited facilitation, actively engage with texts and each other. In this article we reflect on what the students who engaged with the pedagogy taught us: that teachers need to be much more than facilitators—we need to 'meddle in the middle'. In developing the pedagogy we found the key obstacles were the liberal concepts of independence and objectivity—they led students to search for discrete objective ideas and to ignore the context shaping them. Drawing on the ideas of Theodor Adorno and of socio-cultural approaches to literacy, the pedagogy prompted students to sketch constellations on whiteboards of their understanding of the learning materials, drawing on lectures, readings, and their pre-existing knowledges. This article, reflecting qualitative research with students, reports their view that the pedagogy succeeded because of their interactive, engaged, relationship with their teachers. Considering those findings, we discuss how liberalism operates to repress students' pre-existing knowledges and how this can be countered by teachers' passion, care, and close engagement. What the students taught us was combatting liberalism requires more than well-scaffolded activities, but active, authentic, enthusiastic, relationships of trust that value both the contributions of students and teachers. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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