Fanghanel, Joelle (2009) The role of ideology in academics' conceptions of their discipline. Teaching in Higher Education, 14 (5). pp. 565-577. ISSN 1356-2517

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Abstract

This paper examines the role of ideology in academics’ conceptions of their discipline. The focus is on how individual ideologies affect the way academics conceptualize and enact the discipline in practice. It uses data collected for a study involving eighteen academics in fifteen disciplines working at seven different institutions which had the broader remit of examining the pedagogical constructs of university lecturers (Fanghanel 2007). It established that a number of ‘filters’ came into play to ‘colour’ the way academics conceive of and approach teaching and learning in higher education (HE). One of those filters concerned academics’ own conceptions of their disciplines which were found to be at the same time more complex, and more grounded in the material context of practice, than both epistemological (Donald 2008 for example) or socio-cognitive studies (Becher 1989 for example) of the discipline infer.

Item Type:	Article
Identifier:	10.1080/13562510903186790
Additional Information:	© 2009 Taylor & Francis. This is an Author's Accepted Manuscript of an article published in Journal Teaching in Higher Education, Volume 14, Issue 5, available online at: https://doi.org/10.1080/13562510903186790.
Keywords:	discipline, socio-cultural theory, ideology
Subjects:	Education
Depositing User:	Joelle Fanghanel
Date Deposited:	31 May 2016 10:08
Last Modified:	06 Feb 2024 15:41
URI:	https://repository.uwl.ac.uk/id/eprint/905

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