'Democracy to come'

A personal narrative of pedagogical practices and 'Othering' within a context of higher education and research training

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

The purpose of this essay is to simultaneously work for and against democracy, 'Othering' and commonality, from the perspective of a teacher and qualitative methodologist working in a higher education setting. I describe examples of conceptual frameworks and my own pedagogical practices that are shaped by a multidimensional, incomplete, and fragmented vision of democracy. Furthermore, I discuss both the possibilities and impossibilities of learning and teaching within the context of changing, but specific historical and material pedagogical conditions. Specifically, I focus on how learners' rights, responsibilities, and various voices and the partially negotiated curriculum require the learning community to (re)consider the 'Other' - other learners, pedagogies, and ideologies, as well as other contexts and contents of learning.

Original languageEnglish (US)
Pages (from-to)735-747
Number of pages13
JournalTeaching in Higher Education
Volume12
Issue number5-6
DOIs
StatePublished - Oct 2007
Externally publishedYes

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democracy
narrative
learning
education
rights and responsibilities
Ideologies
curriculum
Teaching
teacher
community

ASJC Scopus subject areas

  • Education

Cite this

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