Abstract
This discussion paper examines the links between learning outcomes, managerialism and research into teaching and learning in further/higher education. It constructs a worse case scenario which explores the dangers flowing from a managerialist appropriation of both learning outcomes and research into teaching and learning. It suggests this leads to a technicised practice which limits creative and critical engagement with the curriculum. The paper calls for the development of an engaged and dialogic practice. This worst case scenario enables a consideration of conditions that would facilitate the development of empowering practices.
Original language | English |
---|---|
Pages (from-to) | 38-57 |
Number of pages | 20 |
Journal | British Journal of Educational Studies |
Volume | 48 |
Issue number | 1 |
DOIs | |
Publication status | Published - 1 Mar 2000 |
Externally published | Yes |