I would like to know how to test a belief that I am forming.
I suggest that some people – perhaps especially mature learners returning to education – enter higher education with an unstated and often unconscious aim of becoming better at arguing for their prejudices. I do not mean to use the term “prejudice” pejoratively to suggest that these beliefs are racist, sexist or otherwise narrow-minded or exclusive but that people often have opinions based on long established beliefs that appear correct to them and wish to become better advocates for this position.
Problematically for educators, among these beliefs are some that suppose higher education will make a person more articulate and better able to argue one’s position without testing that position; and that possession of higher education qualification will lend authority to any argument for any position regardless of its quality.
I suggest that in line with Brookfield (1995) in Becoming a Critically Reflective Teacher, these beliefs are “hegemonising” and obscures behaviours that are actually counter to the benefits that higher education might offer.
But how could I test this?
Because, of course I find myself in the position of having formed a belief but do not know how I know what I am asserting. In part this may have to do with my own journey as a mature learner, late returner to education and relatively late arrival in the Academy. I got my PhD at 55. My prejudices were (and are?) largely shaped around a critical-theoretical perspective, which I have long sought to become a better advocate for. While I might like to think that this is not simply a prejudice but an actual true representation of the world as it is, I have to admit that I can only laugh at myself when I write something like that.
In a recent conversation with an academic Psychologist friend…..
Semi-live notes from very interesting and data filled Oxford Brookes University Widening Participation Working Group Away Day at Marston Road. (Of 30 people in the room only one obviously black man and two Asian women. Matches our BME student profile? c. 10%)
The day was framed by demographics about where Brookes sits, and politics in light of the forthcoming election, which enabled a critical frame for the day: whose WP are we talking about? Is the “lifecourse” educational – or institutional – for everyone?
Should OCSLD have had a pitch here? Because support for staff development IS support for WP. Though we are not seen as a service for students, institutionally, the significant change that has to be made is “Academic”: academic literacy, academic content, academic writing, academic culture. Critical analysis is HUGE. Planning and structuring assignments is HUGE. When you have many inquiries from the same course at the same time, you ask: Can we move up the river and see “who is ‘pushing the bodies into the stream'”? Is this is where OCSLD has a role working with course teams?
This post will be updated through the day (Tuesday 10 March 0930-1430)
Continue reading “Widening Participation Working Group Away Day (Oxford Brookes University)”
As an undergraduate in the US in the early 1970s, it was not uncommon for there to be people in our classes “auditing” the course. (Auditing in the sense, “listening”, i.e. attending but not enrolled.) While auditing was supposed to be governed by regulations there were a range of practices from entirely informal dropping in, to what amounted to full participation in all but the exam. There were supposed to be fees payable for auditing but as far as I could tell actual practice was to go under the radar and simply ask the prof (lecturer) if she or he minded. Mostly they didn’t. This practice was so wide spread there was even a national network TV comedy drama about it: “Hank”; “He’ll get his degree/ His Phi Beta key/ And get ’em all for free!/ That’s Hank!”. Being an American comedy drama, Hank also ends up marrying the Dean’s daughter, https://en.wikipedia.org/wiki/Hank_(1965_TV_series) . The point is that a college degree was expensive, but access to the knowledge was free to those with the gumption to drop in. I audited Latin at the local state university before coming to Oxford to study historical and comparative linguistics. As far as I could tell the Classics Department was delighted to have someone interested come to classes.
MOOCs remind me of this practice of dropping in under the radar.
But times have changed a lot. Everyone teaching in higher education has a much less certain tenure, and that tenure depends to some extent on bums on seats in your class. If there are uncounted heads that doesn’t help your job security. But, on the other hand, the Internet makes learning so much more accessible.
MOOCs invert the ratios of enrolled participants to drop-ins. In FSLT12 this was the cause of some tension. Were the enrolled participants the “real” participants?
We will have to work this year to make sure that on the one hand, people who have paid for an accredited course feel that they have got their money’s worth, but equally on the other not to devalue the drop-in seekers after open knowledge.
Choose your metaphor. The discourse around MOOCs is congealing around a set of qualities. Bigger better; inherited authority; transmitted knowledge; cognitivist construction; solitary interaction with content. To some extent it is a matter of taste. Or learning preference. Or community. I saw the Police play Twickenham once. It was OK. Entertaining. But nothing was challenged. Nothing was changed. A few childhoods were relived. 50,000 people left with all they knew reaffirmed and comforted. I have never been to the Reading festival or Glastonbury. I love little local bluegrass festivals, folk clubs, jazz bars. Even in strange towns. I don’t just hang out with my friends. Though I do seek a level of homophily: people who share some interests. Sessions. Lock ins. Dad rock in pubs challenges my categories but I would rather enthusiastic semi – competence over slick synthetic commercialism any day. It saddens me that the values of slick synthetic commercialism seem to be driving higher education. And it saddens me that moocs are being conflated with stadium rock learning. It seems unlikely to me that transformative learning will arise in massive settings. Yes, for some, content will be transmitted, things will be learned and many will have their world view affirmed. But for challenging conventions give me seminars, reading groups, learning sets – most of the time.
Trowler, Viki, and Paul R. Trowler. 2010. Research and evidence base for student engagement. York: Higher Education Academy, November 15.
Student Engagement Evidence Summary