What’s in a Name? Unpacking Students’ Roles in Higher Education through Neoliberal and Social Justice Lenses

Dollinger, M; Mercer-Mapstone, L

What’s in a Name? Unpacking Students’ Roles in Higher Education through Neoliberal and Social Justice Lenses

Dollinger, M Mercer-Mapstone, L

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Publisher:: International Society for the Scholarship of Teaching and Learning
Publication Type:: Journal Article
Citation:: Teaching & Learning Inquiry, 2019, 7 (2), pp. 73 - 89
Issue Date:: 2019-09-16

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Field	Value	Language
dc.contributor.author	Dollinger, M	en_US
dc.contributor.author	Mercer-Mapstone, L https://orcid.org/0000-0001-7441-6568	en_US
dc.date.issued	2019-09-16	en_US
dc.identifier.citation	Teaching & Learning Inquiry, 2019, 7 (2), pp. 73 - 89	en_US
dc.identifier.issn	2167-4779	en_US
dc.identifier.uri	http://hdl.handle.net/10453/139368
dc.description.abstract	<jats:p>There has been an increase in research and practice exploring how students can gain agency to shape higher education experiences. Numerous terms evoking certain metaphors have entered the discussions around engaging students, from students as consumers or producers, to students as creators, partners, or change agents. There is scope within the evolving literature to explore the differentiations between these metaphors and how underlying assumptions ultimately shape our practices and research. We thus unpack the above five metaphors frequently used to redefine students’ roles in higher education. We then engage in a dialogue across differences: highlighting how our own two distinct perspectives on the research area and practice – grounded in neoliberalism and social justice – align, overlap, differ, and provide constraints or affordances for student engagement. We offer a critical and reflective commentary questioning the drivers of students’ changing roles in higher education in the hope of inviting others into generative dialogue toward expanding the evolving field of student engagement. </jats:p>	en_US
dc.publisher	International Society for the Scholarship of Teaching and Learning	en_US
dc.relation.ispartof	Teaching & Learning Inquiry	en_US
dc.relation.isbasedon	10.20343/teachlearninqu.7.2.5	en_US
dc.title	What’s in a Name? Unpacking Students’ Roles in Higher Education through Neoliberal and Social Justice Lenses	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	7	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.issue	2	en_US
pubs.publication-status	Published online	en_US
pubs.volume	7	en_US

Abstract:

There has been an increase in research and practice exploring how students can gain agency to shape higher education experiences. Numerous terms evoking certain metaphors have entered the discussions around engaging students, from students as consumers or producers, to students as creators, partners, or change agents. There is scope within the evolving literature to explore the differentiations between these metaphors and how underlying assumptions ultimately shape our practices and research. We thus unpack the above five metaphors frequently used to redefine students’ roles in higher education. We then engage in a dialogue across differences: highlighting how our own two distinct perspectives on the research area and practice – grounded in neoliberalism and social justice – align, overlap, differ, and provide constraints or affordances for student engagement. We offer a critical and reflective commentary questioning the drivers of students’ changing roles in higher education in the hope of inviting others into generative dialogue toward expanding the evolving field of student engagement.

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http://hdl.handle.net/10453/139368