'It is difficult for students to contribute': investigating possibilities for pedagogical partnerships in Chinese universities

被引:12
作者
Dai, Kun [1 ]
Matthews, Kelly E. [2 ]
Shen, Wenqin [3 ]
机构
[1] Chinese Univ Hong Kong, Fac Educ, Dept Educ Adm & Policy, Hong Kong, Peoples R China
[2] Univ Queensland, Inst Teaching & Learning Innovat, Brisbane, Qld, Australia
[3] Peking Univ, Grad Sch Educ, Beijing, Peoples R China
关键词
students as partners; student-staff partnerships; Chinese students; teaching and learning; perceptions; HIGHER-EDUCATION; STAFF;
D O I
10.1080/13562517.2021.2015752
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
A growing practice of engaging students as partners (SaP) has been conducted to nurture values-based pedagogical relationships. Yet, SaP is contested with little known about how Chinese students understand their relationships with teachers in a sector shifting toward student-centred approaches. To advance the collective understanding of SaP practices in China, we interviewed 30 postgraduate students who reflected on their learner-teacher relationships as undergraduate and postgraduate students while considering the possibilities of SaP practices. While some SaP practices emerged, students evoked the language of family to describe meaningful interactions with teachers. They raised pragmatic (large student numbers), epistemological (knowledge accumulation before knowledge construction), and cultural (hierarchical construct of power and authority) concerns about the possibilities of pedagogical partnerships. We argue that the willingness of university communities to raise questions about assumed learner-teacher hierarchy, power dynamics and identities will shape how student-centred and SaP practices unfold in Chinese universities.
引用
收藏
页码:584 / 598
页数:15
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