2.50
Hdl Handle:
http://hdl.handle.net/10547/294666
Title:
An exploration of the use of disruption as a pedagogic intervention
Authors:
Schwabenland, Christina
Abstract:
This article describes a journey of exploration in which I take a hitherto unexamined aspect of my teaching practice, the use of disruption, and subject it to interrogation. The journey is an exercise in auto‐ethnographic research in that I am my own subject, located within the context of the classroom. My purpose is to surface the beliefs that underpin this pedagogic strategy and to locate it within theories of teaching and learning in higher education, so that that which is known but not yet thought becomes available for reflection and challenge. The article is structured in such a way as to trace the thought processes that shaped the direction of the journey; it follows a logic dictated by the heuristics of recognition and association. Throughout the journey I draw on students’ reflective reports to illustrate my conclusions that disruption is a metaphorical strategy that uses associative logic to promote transformations in students’ underlying belief systems and is an artefact of a relativist ontology. It assumes a political stance about the challenging of power relationships and of collusion. I conclude by identifying some ethical issues that are raised by this teaching strategy. I highlight the importance of a relationship of trust between teacher and student that is based on a shared commitment to each other’s potentiality.
Citation:
Schwabenland, C. (2009) 'An exploration of the use of disruption as a pedagogic intervention', Educational Action Research, 17(2), pp.293-309.
Journal:
Educational Action Research
Issue Date:
2009
URI:
http://hdl.handle.net/10547/294666
DOI:
10.1080/09650790902914258
Additional Links:
http://www.tandfonline.com/doi/abs/10.1080/09650790902914258
Type:
Article
Language:
en
ISSN:
0965-0792; 1747-5074
Appears in Collections:
Centre for Leadership Innovation (CLI)

Full metadata record

DC FieldValue Language
dc.contributor.authorSchwabenland, Christinaen_GB
dc.date.accessioned2013-06-26T12:40:51Z-
dc.date.available2013-06-26T12:40:51Z-
dc.date.issued2009-
dc.identifier.citationSchwabenland, C. (2009) 'An exploration of the use of disruption as a pedagogic intervention', Educational Action Research, 17(2), pp.293-309.en_GB
dc.identifier.issn0965-0792-
dc.identifier.issn1747-5074-
dc.identifier.doi10.1080/09650790902914258-
dc.identifier.urihttp://hdl.handle.net/10547/294666-
dc.description.abstractThis article describes a journey of exploration in which I take a hitherto unexamined aspect of my teaching practice, the use of disruption, and subject it to interrogation. The journey is an exercise in auto‐ethnographic research in that I am my own subject, located within the context of the classroom. My purpose is to surface the beliefs that underpin this pedagogic strategy and to locate it within theories of teaching and learning in higher education, so that that which is known but not yet thought becomes available for reflection and challenge. The article is structured in such a way as to trace the thought processes that shaped the direction of the journey; it follows a logic dictated by the heuristics of recognition and association. Throughout the journey I draw on students’ reflective reports to illustrate my conclusions that disruption is a metaphorical strategy that uses associative logic to promote transformations in students’ underlying belief systems and is an artefact of a relativist ontology. It assumes a political stance about the challenging of power relationships and of collusion. I conclude by identifying some ethical issues that are raised by this teaching strategy. I highlight the importance of a relationship of trust between teacher and student that is based on a shared commitment to each other’s potentiality.en_GB
dc.language.isoenen
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/09650790902914258en_GB
dc.rightsArchived with thanks to Educational Action Researchen_GB
dc.subjectdisruptionen_GB
dc.subjectmetaphoren_GB
dc.subjectcritical pedagogyen_GB
dc.subjecthigher educationen_GB
dc.subjectDiversityen_GB
dc.titleAn exploration of the use of disruption as a pedagogic interventionen
dc.typeArticleen
dc.identifier.journalEducational Action Researchen_GB
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