Openly accessible

What's in a name? Unpacking students' roles in higher education through neoliberal and social justice lenses

Dollinger, Mollie and Mercer-Mapstone, L 2019, What's in a name? Unpacking students' roles in higher education through neoliberal and social justice lenses, Teaching and Learning Inquiry, vol. 7, no. 2, pp. 73-89, doi: 10.20343/teachlearninqu.7.2.5.

Attached Files
Name Description MIMEType Size Downloads

Title What's in a name? Unpacking students' roles in higher education through neoliberal and social justice lenses
Author(s) Dollinger, Mollie
Mercer-Mapstone, L
Journal name Teaching and Learning Inquiry
Volume number 7
Issue number 2
Start page 73
End page 89
Total pages 17
Publisher Indiana University Press
Place of publication Bloomington, Indiana
Publication date 2019
ISSN 2167-4779
2167-4787
Keyword(s) co-creation
Education & Educational Research
higher education
Social Sciences
student engagement
students as change agents
students as partners
ENGAGEMENT
EXPERIENCES
UNIVERSITY
KNOWLEDGE
DESIGN
VOICE
WORK
Summary 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.
Language eng
DOI 10.20343/teachlearninqu.7.2.5
Field of Research 1301 Education Systems
1303 Specialist Studies in Education
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30154351

Document type: Journal Article
Collections: Open Access Collection
Office of the Dean of Students
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 3 times in TR Web of Science
Scopus Citation Count Cited 4 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 9 Abstract Views, 0 File Downloads  -  Detailed Statistics
Created: Thu, 12 Aug 2021, 09:25:42 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.