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Tracing pedagogic frailty in arts and humanities education: An autoethnographic perspective

Kinchin, Ian and Wiley, Christopher (2017) Tracing pedagogic frailty in arts and humanities education: An autoethnographic perspective Arts and Humanities in Higher Education: an international journal of theory, research and practice.

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Abstract

This paper offers an approach to support the development of reflective teaching practice among university academics that can be used to promote dialogue about quality enhancement and the student experience. Pedagogic frailty has been proposed as a unifying concept that may help to integrate institutional efforts to enhance teaching within universities by helping to maintain a simultaneous focus on key areas that are thought to impede development of pedagogy. These areas and the links that have been proposed to connect them are interrogated here through the dialogic analysis of a framed autoethnographic narrative produced by a community ‘insider’ who has considerable experience of teaching within the arts and humanities. This person-centred methodology acknowledges the subjective nature of teaching and gives voice to important stories that otherwise might not be heard formally, and allows an academic to rehearse this voice individually before comparing it with others in the institution.

Item Type: Article
Subjects : Music and Media
Divisions : Faculty of Arts and Social Sciences > School of Arts > Music
Authors :
NameEmailORCID
Kinchin, Iani.kinchin@surrey.ac.ukUNSPECIFIED
Wiley, Christopherc.wiley@surrey.ac.ukUNSPECIFIED
Date : 10 March 2017
Identification Number : 10.1177/1474022217698082
Copyright Disclaimer : Copyright 2017 Sage Publications
Uncontrolled Keywords : Autoethnography, Concept mapping; Pedagogy, Personalised Narrative, Self-reflection, Teaching.
Related URLs :
Depositing User : Symplectic Elements
Date Deposited : 15 Feb 2017 09:40
Last Modified : 19 Jul 2017 10:28
URI: http://epubs.surrey.ac.uk/id/eprint/813547

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