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Books > Social sciences > Education > Higher & further education
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Freedom to Learn - The threat to student academic freedom and why it needs to be reclaimed (Hardcover)
Loot Price: R3,678
Discovery Miles 36 780
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Freedom to Learn - The threat to student academic freedom and why it needs to be reclaimed (Hardcover)
Series: Research into Higher Education
Expected to ship within 12 - 17 working days
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The freedom of students to learn at university is being eroded by a
performative culture that fails to respect their rights to engage
and develop as autonomous adults. Instead, students are being
restricted in how they learn, when they learn and what they learn
by the so-called student engagement movement. Compulsory attendance
registers, class contribution grading, group project work and
reflective learning exercises based on expectations of
self-disclosure and confession take little account of the rights of
students or individual differences between them. This new hidden
university curriculum is intolerant of students who may prefer to
learn informally, are reticent, shy, or simply value their privacy.
Three forms of student performativity have arisen - bodily,
participative and emotional - which threaten the freedom to learn.
Key themes include: A re-imagining of student academic freedom The
democratic student experience Challenging assumptions of the
student engagement movement An examination of university policies
and practices Freedom to Learn offers a radically new perspective
on academic freedom from a student rights standpoint. It analyzes
the effects of performative expectations on students drawing on the
distinction between negative and positive rights to re-frame
student academic freedom. It argues that students need to be
thought of as scholars with rights and that the phrase
'student-centred' learning needs to be reclaimed to reflect its
original intention to allow students to develop as persons. Student
rights - to non-indoctrination, reticence, in choosing how to
learn, and in being treated like an adult - ought to be central to
this process in fostering a democratic rather authoritarian culture
of learning and teaching at university. Written for an
international readership, this book will be of great interest to
anyone involved in higher education, policy and practice drawing on
a wide range of historical and contemporary literature related to
sociology, philosophy and higher education studies.
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