Learning and Teaching in Higher Education

This book explores the discourses in learning and teaching policy in UK higher education, traces how these ideas are recontextualised at institutional level and reveals the differences between policy discourses and lecturers' and students' experiences. The author argues that policy ideas around learning and teaching are not simply value-free 'best practice' but reflect the socio-political context of higher education. The study uses an innovative conceptual framework of critical discourse studies (CDS) and Bernstein's sociology of pedagogy to provide critical lenses to uncover the underlying messages of policy. The book will interest a wide academic audience including anyone involved in higher education globally.

Examines what is presented as 'best practice' within its socio-political context Identifies key discourse strategies that are employed to add weight to policy Investigates how policy ideas move and change through different documents and spaces

Autorentext
Sarah Horrod is Assistant Professor in TESOL at the University of Nottingham, UK. She has extensive experience in TESOL, applied linguistics and academic literacies in UK higher education. Her research interests include higher education policy, practices and identities using a critical discourse studies' approach.

Inhalt

Chapter 1: Learning & teaching in higher education and why it matters.- Chapter 2: Guiding approaches and study design.- Chapter 3: WHO the key people are.- Chapter 4: WHAT to learn and teach.- Chapter 5: HOW to learn and teach.- Chapter 6: How POLICY should be implemented - And why in that way.- Chapter 7: Conclusions: Why policy on learning & teaching matters.