Student resistance and teacher authority : the demands and dynamics of collaborative learning

Show simple item record Perumal, Juliet 2008-07-21T10:41:08Z 2008-07-21T10:41:08Z 2008-06
dc.description.abstract The intersection among discourses of curriculum, pedagogy, and power are increasingly becoming the focus of research and analysis in southern African classrooms as the effects of apartheid, colonialism, and patriarchalism are critiqued for their influences on epistemic and pedagogic policies and practices. This article draws on feminist research on pedagogy to examine the dynamics of teacher and student relations in southern African university classrooms. In particular, it focuses on student resistance to engaging in collaborative work and with radical ideologies in course content. Drawing on case studies it shows that, despite feminist teachers subscribing to egalitarian ideals, when they encounter student resistance to democratic pedagogic strategies and radical course content they resort to normalizing and regulatory postures that reinstate teacher authority in the classroom. en
dc.format.extent 115018 bytes
dc.format.mimetype application/pdf
dc.identifier.citation Perumal, J 2008, 'Student resistance and teacher authority: the demands and dynamics of collaborative learning', Journal of Curriculum Studies, vol. 40, no. 3, pp. 381-398. [] en
dc.identifier.issn 0022-0272
dc.identifier.other 10.1080/00220270701724570
dc.language.iso en en
dc.publisher Taylor & Francis en
dc.rights Taylor & Francis en
dc.subject Co-operative learning en
dc.subject Critical pedagogy en
dc.subject Student participation en
dc.subject Student-centred curriculum en
dc.subject Teacher behaviour en
dc.subject.lcsh Group work in education
dc.subject.lcsh Teacher-Student relationship
dc.subject.lcsh Critical pedagogy
dc.title Student resistance and teacher authority : the demands and dynamics of collaborative learning en
dc.type Postprint Article en

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