Jan Mcarthur
Biographic Data
| ID | 3941608 |
|---|---|
| NAME | Jan Mcarthur |
| GIVEN NAMES | Jan |
| FAMILY NAME | Mcarthur |
| SIGNATURE | MCARTHUR J |
| AFFILIATIONS | Lancaster University |
| ORCID | 0000-0002-9672-4809 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Students’ experiences of the value of lectures for their learning: A close-up comparative study across four institutions
There is limited contemporary evidence around students’ experience of lectures, notwithstanding critiques of their value. This study focuses on second-year chemical engineering students across four institutions in England and South Africa. The analysis of student interviews identified three themes describing what students value in lectures. In terms of interaction, they valued simply being able to ask questions. In terms of explanations, pacing w…
Assessment for learning in a Confucian-influenced culture: Beyond the summative/formative binary
Assessment for Learning (AfL) describes the powerful role assessment plays in shaping how and what students learn. AfL is associated with formative assessment and is placed in contrast to the summative role of certification. This article, however, focuses on AfL in Confucian-influenced cultures and finds that this summative/formative binary does not hold. While in western countries the embrace of AfL is associated with challenging the former domi…
Rethinking authentic assessment: Work, well-being, and society
This article seeks a deeper understanding of the concept of authentic assessment which ensures it does not become another educational buzzword, slowly diminishing in real meaning. I consider the origins of the term in the US schooling sector, and how it has developed over time, and in different countries, to today focus in higher education largely on real world tasks. There is, however, I argue, a common conflation of real world with the world of…
Student perspectives on assessment: Connections between self and society
This article explores STEM (science, technology, engineering and mathematics) student associations of assessment with individual achievement, becoming part of a discipline or profession, or developing an orientation towards society. This perspective is based in Frankfurt School critical theory, which argues for the inter-relation between individual and social wellbeing. From a critical theory perspective, education should facilitate movement from…
The Inclusive University: A Critical Theory Perspective Using a Recognition‐Based Approach
This article offers a conceptual exploration of the inclusive university from a Frankfurt School critical theory perspective. It does not seek to define the inclusive university, but to explore aspects of its nature, possibilities and challenges. Critical theory eschews fixed definitions in favour of broader understandings that reflect the complexities of human life. I propose that we consider questions of inclusion in terms of mutual recognition…
Critical theory in a decolonial age
This article considers the critical theory of the Frankfurt School in the context of decolonisation and asks whether it can have continuing relevance given its foundations in white, western traditions which bear the hallmarks of colonialism. Despite critical theory, particularly in its early radical figurations, situating itself as an alternative to traditional western philosophy it undoubtedly shares some of the myopic and Eurocentric traits of …
Humanities in post-enlightenment and global Europe
Assessment for social justice: The role of assessment in achieving social justice
This article provides a rationale for assessment for social justice, through which a greater focus is given to the role of assessment in achieving the social justice aspirations of higher education. It takes inspiration from work on assessment for learning to propose that as assessment is a powerful driver of how and what students learn, we should also consider its potential to drive a commitment for greater social justice within and through high…
No longer exempt from good practice: Using exemplars to close the feedback gap for exams
In this paper, we discuss the anomaly between the increasing interest in feedback in current education research, the continued role of time-limited, unseen examinations as a form of assessment and the dearth of literature on feedback related to such exams. We argue that while exams have long been regarded as different from other forms of assessment, it is not justifiable to exempt them from the good practice that can, and does, inform these other…
Learning communities and imagined social capital
Time to look anew: Critical Pedagogy and Disciplines Within Higher Education
This article explores the attitudes of writers within the tradition of critical pedagogy towards disciplines in higher education. With particular focus on Henry Giroux’s work, it contrasts his portrayal of disciplines as closed, limiting and elitist with an alternative one of disciplines as complex, permeable and contested spaces. Critical pedagogy has a strong commitment to interdisciplinarity, and proponents regard interdisciplinary spaces as c…
Popular Culture, Magazines and American Domestic Interiors, 1898‐1940
Interior Decorating Advice as Popular Culture: Women's Views Concerning Wall and Window Treatments, 1870‐1920
American Women and Domestic Consumption, 1800–1920: Four Interpretive Themes
Living Patterns in Antebellum Rural America as Depicted by Nineteenth-Century Women Writers
Critical theory in a decolonial age
This article considers the critical theory of the Frankfurt School in the context of decolonisation and asks whether it can have continuing relevance given its foundations in white, western traditions which bear the hallmarks of colonialism. Despite critical theory, particularly in its early radical figurations, situating itself as an alternative to traditional western philosophy it undoubtedly shares some of the myopic and Eurocentric traits of …
The Inclusive University: A Critical Theory Perspective Using a Recognition‐Based Approach
This article offers a conceptual exploration of the inclusive university from a Frankfurt School critical theory perspective. It does not seek to define the inclusive university, but to explore aspects of its nature, possibilities and challenges. Critical theory eschews fixed definitions in favour of broader understandings that reflect the complexities of human life. I propose that we consider questions of inclusion in terms of mutual recognition…
Time to look anew: Critical Pedagogy and Disciplines Within Higher Education
This article explores the attitudes of writers within the tradition of critical pedagogy towards disciplines in higher education. With particular focus on Henry Giroux’s work, it contrasts his portrayal of disciplines as closed, limiting and elitist with an alternative one of disciplines as complex, permeable and contested spaces. Critical pedagogy has a strong commitment to interdisciplinarity, and proponents regard interdisciplinary spaces as c…
Living Patterns in Antebellum Rural America as Depicted by Nineteenth-Century Women Writers
American Women and Domestic Consumption, 1800–1920: Four Interpretive Themes
Interior Decorating Advice as Popular Culture: Women's Views Concerning Wall and Window Treatments, 1870‐1920
Popular Culture, Magazines and American Domestic Interiors, 1898‐1940
Time to look anew: Critical Pedagogy and Disciplines Within Higher Education
This article explores the attitudes of writers within the tradition of critical pedagogy towards disciplines in higher education. With particular focus on Henry Giroux’s work, it contrasts his portrayal of disciplines as closed, limiting and elitist with an alternative one of disciplines as complex, permeable and contested spaces. Critical pedagogy has a strong commitment to interdisciplinarity, and proponents regard interdisciplinary spaces as c…
Learning communities and imagined social capital
No longer exempt from good practice: Using exemplars to close the feedback gap for exams
In this paper, we discuss the anomaly between the increasing interest in feedback in current education research, the continued role of time-limited, unseen examinations as a form of assessment and the dearth of literature on feedback related to such exams. We argue that while exams have long been regarded as different from other forms of assessment, it is not justifiable to exempt them from the good practice that can, and does, inform these other…
Assessment for social justice: The role of assessment in achieving social justice
This article provides a rationale for assessment for social justice, through which a greater focus is given to the role of assessment in achieving the social justice aspirations of higher education. It takes inspiration from work on assessment for learning to propose that as assessment is a powerful driver of how and what students learn, we should also consider its potential to drive a commitment for greater social justice within and through high…
Humanities in post-enlightenment and global Europe
The Inclusive University: A Critical Theory Perspective Using a Recognition‐Based Approach
This article offers a conceptual exploration of the inclusive university from a Frankfurt School critical theory perspective. It does not seek to define the inclusive university, but to explore aspects of its nature, possibilities and challenges. Critical theory eschews fixed definitions in favour of broader understandings that reflect the complexities of human life. I propose that we consider questions of inclusion in terms of mutual recognition…
Critical theory in a decolonial age
This article considers the critical theory of the Frankfurt School in the context of decolonisation and asks whether it can have continuing relevance given its foundations in white, western traditions which bear the hallmarks of colonialism. Despite critical theory, particularly in its early radical figurations, situating itself as an alternative to traditional western philosophy it undoubtedly shares some of the myopic and Eurocentric traits of …
Student perspectives on assessment: Connections between self and society
This article explores STEM (science, technology, engineering and mathematics) student associations of assessment with individual achievement, becoming part of a discipline or profession, or developing an orientation towards society. This perspective is based in Frankfurt School critical theory, which argues for the inter-relation between individual and social wellbeing. From a critical theory perspective, education should facilitate movement from…
Assessment for learning in a Confucian-influenced culture: Beyond the summative/formative binary
Assessment for Learning (AfL) describes the powerful role assessment plays in shaping how and what students learn. AfL is associated with formative assessment and is placed in contrast to the summative role of certification. This article, however, focuses on AfL in Confucian-influenced cultures and finds that this summative/formative binary does not hold. While in western countries the embrace of AfL is associated with challenging the former domi…
Rethinking authentic assessment: Work, well-being, and society
This article seeks a deeper understanding of the concept of authentic assessment which ensures it does not become another educational buzzword, slowly diminishing in real meaning. I consider the origins of the term in the US schooling sector, and how it has developed over time, and in different countries, to today focus in higher education largely on real world tasks. There is, however, I argue, a common conflation of real world with the world of…
Students’ experiences of the value of lectures for their learning: A close-up comparative study across four institutions
There is limited contemporary evidence around students’ experience of lectures, notwithstanding critiques of their value. This study focuses on second-year chemical engineering students across four institutions in England and South Africa. The analysis of student interviews identified three themes describing what students value in lectures. In terms of interaction, they valued simply being able to ask questions. In terms of explanations, pacing w…
Sociology (14 works) · Pedagogy (8 works) · Epistemology (7 works) · Psychology (7 works) · Political science (6 works) · Computer Science (5 works) · Higher education (5 works) · History (5 works) · Philosophy (5 works) · Social science (5 works)