Using teaching and learning regimes in the international classroom to encourage student re-subjectification
(2023) In Journal of Applied Learning and Teaching 6(1). p.81-92- Abstract
This paper addresses one of the pedagogical challenges that followed the presence of increasingly multinational student groups, particularly the increased diversity of academic backgrounds among students. Theoretically, this challenge can be understood as an encounter between different teaching and learning regimes (TLRs). TLR, coined by Trowler and Cooper (2002), implies a constellation of assumptions, rules, relationships, and practices regarding the conduct of higher education that colours academic staff members’ performance in their profession. It has become a widely used heuristic tool in the reflection process among university staff. It is shown in this paper that TLRs are not only a heuristic tool that can be applied in teacher... (More)
This paper addresses one of the pedagogical challenges that followed the presence of increasingly multinational student groups, particularly the increased diversity of academic backgrounds among students. Theoretically, this challenge can be understood as an encounter between different teaching and learning regimes (TLRs). TLR, coined by Trowler and Cooper (2002), implies a constellation of assumptions, rules, relationships, and practices regarding the conduct of higher education that colours academic staff members’ performance in their profession. It has become a widely used heuristic tool in the reflection process among university staff. It is shown in this paper that TLRs are not only a heuristic tool that can be applied in teacher reflection but may also be fruitfully applied in the classroom in student-teacher interaction. Consequently, we decided to bring the TLR into the classroom. The written student reflections constitute the empirical material that this analysis is based on. We approach these reflections as expressions of confessions of the Self, as laid out by Michel Foucault. We conclude that it is useful for the students to reflect upon TLR’s, but simultaneously, such an approach runs the risk of enhancing pedagogical and epistemological conformism at the neoliberal university.
(Less)
- author
- Bommenel, Elin LU ; Richard, Ek and Reid, Stuart
- organization
- publishing date
- 2023-01
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Foucault, multinational classroom, neoliberal university, power, student subjectification, teaching and learning regime
- in
- Journal of Applied Learning and Teaching
- volume
- 6
- issue
- 1
- pages
- 12 pages
- publisher
- Kaplan Singapore
- external identifiers
-
- scopus:85162989517
- DOI
- 10.37074/jalt.2023.6.1.14
- language
- English
- LU publication?
- yes
- id
- 8e1dc021-d972-40e1-bf64-ae123670e2a8
- date added to LUP
- 2023-09-20 14:18:29
- date last changed
- 2023-09-20 14:18:29
@article{8e1dc021-d972-40e1-bf64-ae123670e2a8,
abstract = {{<p>This paper addresses one of the pedagogical challenges that followed the presence of increasingly multinational student groups, particularly the increased diversity of academic backgrounds among students. Theoretically, this challenge can be understood as an encounter between different teaching and learning regimes (TLRs). TLR, coined by Trowler and Cooper (2002), implies a constellation of assumptions, rules, relationships, and practices regarding the conduct of higher education that colours academic staff members’ performance in their profession. It has become a widely used heuristic tool in the reflection process among university staff. It is shown in this paper that TLRs are not only a heuristic tool that can be applied in teacher reflection but may also be fruitfully applied in the classroom in student-teacher interaction. Consequently, we decided to bring the TLR into the classroom. The written student reflections constitute the empirical material that this analysis is based on. We approach these reflections as expressions of confessions of the Self, as laid out by Michel Foucault. We conclude that it is useful for the students to reflect upon TLR’s, but simultaneously, such an approach runs the risk of enhancing pedagogical and epistemological conformism at the neoliberal university.</p>}},
author = {{Bommenel, Elin and Richard, Ek and Reid, Stuart}},
keywords = {{Foucault; multinational classroom; neoliberal university; power; student subjectification; teaching and learning regime}},
language = {{eng}},
number = {{1}},
pages = {{81--92}},
publisher = {{Kaplan Singapore}},
series = {{Journal of Applied Learning and Teaching}},
title = {{Using teaching and learning regimes in the international classroom to encourage student re-subjectification}},
url = {{http://dx.doi.org/10.37074/jalt.2023.6.1.14}},
doi = {{10.37074/jalt.2023.6.1.14}},
volume = {{6}},
year = {{2023}},
}