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Expanding the horizons of accounting education : incorporating social and critical perspectives

Version 2 2024-06-13, 08:14
Version 1 2014-10-28, 09:23
journal contribution
posted on 2024-06-13, 08:14 authored by G Boyce, S Greer, B Blair, C Davids
This paper examines a case of accounting education change in the context of increased interest in ethical, social, and environmental accountability, presenting a reflexive case study of a new university accounting subject incorporating social and critical perspectives. Foundational pedagogical principles and key aspects of curriculum are outlined. The pedagogy draws on the integration of humanistic and formative education (principally based on Gramscian and Freirean approaches) and deep and elaborative learning. Two key aspects of curriculum and pedagogy are analysed. First, a curriculum based on a broad conception of accounting and accountability as power-laden social processes, drawing on a range of research literature. Second, the adoption of an authentic, supportive, and collegial team teaching approach. Students’ feedback relating to identified issues is presented. The paper contributes to the renewal of the social and ethical worth of accounting education, concluding that deep accounting educational change encompasses both the content and practice of classroom activity and changes in the self-consciousness of staff and students.

History

Journal

Accounting education

Volume

21

Pagination

47-74

Location

London, England

ISSN

0963-9284

eISSN

1468-4489

Language

eng

Notes

Available online 04 August 2011

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2012, Taylor & Francis

Issue

1

Publisher

Routledge