谁说这很常见?重新思考我们对教学常识的假设

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Yifeng Fan, T. Hogan
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引用次数: 0

摘要

一直有强烈的倡导教育工作者广泛检查教学假设,以设计更具包容性和可访问性的课程。然而,我们关于包容性以及特权与学生“常识”之间相互作用的假设却很少受到关注。因此,存在一种常识差距,教师可能认为某些内容或信息对所有学生来说都是熟悉的,而没有考虑制度化特权对没有特权背景的学生的教育经历的更深刻的影响。采用批判性的视角来审视关于常识的基本假设,对于高等教育作为所有人实现社会流动性的可靠途径的理想具有重要意义。本文阐述了“常识”的创造和传播如何受到社会阶层和社会化进程的限制。我们考虑管理学习和教育中关于“常识”的盲点是如何塑造弱势学生的经历的,这有助于在工作场所和社会中创造和延续耻辱和不平等。此外,我们整合了有关污名化和高等教育的文献,为教育工作者和机构提供如何去污名化教育和有效设计和提供包容性课堂体验的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Who Says It’s Common? Rethink Our Assumptions About Common Sense in Teaching
There has been strong advocacy for educators to extensively examine pedagogical assumptions to design more inclusive and accessible classes. However, our assumptions about inclusivity and the interplay of privilege and students’ “common sense” have received little attention. As such, a common sense gap exists, where faculty may regard certain content or information as familiar to all students without considering the more profound effects of institutionalized privileges on the educational experiences of students without privileged backgrounds. Adopting a critical lens to examine foundational assumptions about common sense has meaningful implications for the ideal of higher education as a credible pathway to social mobility for all. This paper illustrates how the creation and dissemination of “common sense” are bounded by social class and socialization processes. We consider how blind spots about “common sense” in management learning and education shape the experience of less privileged students, which then helps create and perpetuate stigma and inequality in workplaces and society. Furthermore, we integrate the literature on stigma and higher education to confer suggestions for educators and institutions on how to destigmatize education and effectively design and deliver inclusive classroom experiences.
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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