The recontextualisation and cultural compatibility of student-centred education: the case of the United Arab Emirates
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| Publicat a: | Higher Education vol. 87, no. 4 (Apr 2024), p. 1009 |
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| Autor principal: | |
| Publicat: |
Springer Nature B.V.
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| Accés en línia: | Citation/Abstract Full Text - PDF |
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| 100 | 1 | |a Kinuthia, Heather |u Faculty of Education, Wellbeing and Language Studies, The Open University, Milton Keynes, UK (GRID:grid.10837.3d) (ISNI:0000 0000 9606 9301); School of Education, Communication and Society, King’s College London, London, UK (GRID:grid.13097.3c) (ISNI:0000 0001 2322 6764) | |
| 245 | 1 | |a The recontextualisation and cultural compatibility of student-centred education: the case of the United Arab Emirates | |
| 260 | |b Springer Nature B.V. |c Apr 2024 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This article examines the purposeful introduction of the pedagogy of student-centred education (SCE) in one educational institution in the United Arab Emirates (UAE) to consider its cultural compatibility. The study was undertaken in the largest higher education (HE) institution in the country where a key element of the institution’s two strategic plans over a nine-year period was to blend traditional and innovative teaching methods, including student centred approaches, into programmes of study. Interpretative phenomenological analysis is used to analyse the perspectives of seven non-citizen, Western teachers, as they recontextualise their practice. Drawing on Heidegger, the study explores the philosophical nature and significance of place as a way of thinking about the world. Findings revealed aspects of the teachers’ student-centred practice are challenging; the universal value of SCE is understood in relative rather than absolute terms with an overall need to diversify universal imaginings of pedagogy. Centralised curricula, high stakes final assessments and individualised performance management models ultimately determined learning experiences, leaving little room for any sustained inquiry into the recontextualisation of SCE. The study concludes that pedagogy is inescapably situated: practiced in terms of place orientated thinking. Transformation necessitates an epistemic institution where change is a public endeavour and teachers are positioned inside participatory processes with possibilities to renegotiate, rearticulate and resignify pedagogy. | |
| 651 | 4 | |a United Arab Emirates | |
| 653 | |a Citizen participation | ||
| 653 | |a Pedagogy | ||
| 653 | |a Teachers | ||
| 653 | |a Transformation | ||
| 653 | |a Higher education | ||
| 653 | |a Performance management | ||
| 653 | |a Noncitizens | ||
| 653 | |a Students | ||
| 653 | |a Teaching methods | ||
| 653 | |a Curricula | ||
| 653 | |a Institutions | ||
| 653 | |a Interpretative phenomenological analysis | ||
| 653 | |a Education | ||
| 653 | |a Student-centered learning | ||
| 653 | |a Teaching | ||
| 773 | 0 | |t Higher Education |g vol. 87, no. 4 (Apr 2024), p. 1009 | |
| 786 | 0 | |d ProQuest |t ABI/INFORM Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3038969624/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3038969624/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |