Disciplines, discourse and Orientalism
The Implications for Postgraduate Certificates in Learning and Teaching in Higher Education
Bibliographic Data
| ID | 4098745 |
|---|---|
| Authors | Shân Wareing (0000-0001-9356-5593, University of the Arts London, corresponding author) |
| Year | 2009 |
| Volume | 34 |
| Issue | 8 |
| Pages | 917-928 |
| Publication date | 2009-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075070902929519 |
| OpenAlex | W1994707951 |
| Language | EN |
| Citations received | 9 |
| References cited | 17 |
Despite national requirements for accredited teaching qualifications, there is a lack of literature on disciplinary differences in student learning in higher education. Academics at a UK research‐intensive university were asked to report on the existence of literature or knowledge concerned with how students learnt in their subject. No relevant literature or folklore was identified, but responses did demonstrate a discourse in which the academics constructed their discipline as ‘better’ than other disciplines: the finding with which the present article is concerned. The discourse of the distinctiveness and superiority of one’s own discipline can be understood as a form of ‘Orientalism’. A post‐colonial analysis of the discourse of disciplinary relationships offers a partial explanation for challenges made to the validity of cross‐university activities, such as postgraduate certificates in learning and teaching
Accreditation · Discipline · Discourse analysis · Higher education · Library science · Linguistics · Mathematics education · Medical education · Optimal distinctiveness theory · Orientalism · Pedagogy · Political science · Social science · Sociology · Evaluation of Teaching Practices · Higher Education Practises and Engagement · History · Psychology · Reflective Practices in Education · Social Psychology
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The Adult Learner
Against Professional Development
An Interpretation of the Quantification Debate in British Geography
Barriers Against Interdisciplinarity
On Qualitative Differences in Learning-ii Outcome as a Function of the Learner's Conception of the Task
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,69 |
| Citation span | 2013 - 2025 (13) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 7 |