Learning and Teaching in Higher Education | Policy Discourses and the Illusion of Best Practice

Sarah Horrod

ISBN 10: 3031280407 / ISBN 13: 9783031280405

Published by Springer, 2024

About this Item

Learning and Teaching in Higher Education | Policy Discourses and the Illusion of Best Practice | Sarah Horrod | Taschenbuch | xvii | Englisch | 2024 | Springer | EAN 9783031280405 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Seller Inventory # 129225802

Bibliographic Details

• Title: Learning and Teaching in Higher Education | Policy Discourses and the Illusion of Best Practice
• Publisher: Springer
• Publication Date: 2024
• Language: English
• ISBN 10: 3031280407
• ISBN 13: 9783031280405
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 210W x 148H x 15D millimeters 210 millimeters width by 148 millimeters height by 15 millimeters depth
• Weight: 336 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

This book explores the discourses in learning and teaching policy in UK higher education, traces how these ideas are recontextualised at institutional level and reveals the differences between policy discourses and lecturers’ and students’ experiences. The author argues that policy ideas around learning and teaching are not simply value-free ‘best practice’ but reflect the socio-political context of higher education. The study uses an innovative conceptual framework of critical discourse studies (CDS) and Bernstein’s sociology of pedagogy to provide critical lenses to uncover the underlying messages of policy. The book will interest a wide academic audience including anyone involved in higher education globally.

About the Author

Sarah Horrod is Assistant Professor in TESOL at the University of Nottingham, UK. She has extensive experience in TESOL, applied linguistics and academic literacies in UK higher education. Her research interests include higher education policy, practices and identities using a critical discourse studies’ approach.