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- Publisher Website: 10.1080/00131857.2014.901161
- Scopus: eid_2-s2.0-84937522788
- WOS: WOS:000356945200004
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Article: Challenges to the Global Concept of Student-Centered Learning with Special Reference to the United Arab Emirates: ‘Never fail a Nahayan’
Title | Challenges to the Global Concept of Student-Centered Learning with Special Reference to the United Arab Emirates: ‘Never fail a Nahayan’ |
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Authors | |
Keywords | Freire neoliberalism outcomes-based education philosophy of education student-centered learning United Arab Emirates |
Issue Date | 2015 |
Publisher | Routledge. The Journal's web site is located at http://www.tandfonline.com/action/journalInformation?show=editorialBoard&journalCode=rept20#.VcLUMofvrIV |
Citation | Educational Philosophy and Theory, 2015, v. 47 n. 8, p. 760-773 How to Cite? |
Abstract | Student-centered learning has been conceived as a Western export to the East and the developing world in the last few decades. Philosophers of education often associate student-centered learning with frameworks related to meeting the needs of individual pupils: from Deweyan experiential learning, to the ‘pedagogy of the oppressed’ and other social justice orientations. Yet student-centered learning has also become, in the era of neoliberal education, a jingoistic advertisement for practices and ideologies which can be seen to lead to a global devaluation of the educational profession, and the bolstering of the view of the student as a customer. In this article, I want to disentangle these views and explore some limitations of either model of student-centered learning. To add context, I consider education in the United Arab Emirates (UAE) today, which provides an extreme example of the risks involved with prioritizing student’s self-identified needs and interests above all else, as in an idealized or exaggerated student-centered concept. I conclude with brief comments on amending the philosophical concept of student-centered learning to be useful in diverse contexts today. |
Persistent Identifier | http://hdl.handle.net/10722/197860 |
ISSN | 2023 Impact Factor: 1.5 2023 SCImago Journal Rankings: 0.725 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Jackson, EJ | - |
dc.date.accessioned | 2014-06-02T15:17:55Z | - |
dc.date.available | 2014-06-02T15:17:55Z | - |
dc.date.issued | 2015 | - |
dc.identifier.citation | Educational Philosophy and Theory, 2015, v. 47 n. 8, p. 760-773 | - |
dc.identifier.issn | 0013-1857 | - |
dc.identifier.uri | http://hdl.handle.net/10722/197860 | - |
dc.description.abstract | Student-centered learning has been conceived as a Western export to the East and the developing world in the last few decades. Philosophers of education often associate student-centered learning with frameworks related to meeting the needs of individual pupils: from Deweyan experiential learning, to the ‘pedagogy of the oppressed’ and other social justice orientations. Yet student-centered learning has also become, in the era of neoliberal education, a jingoistic advertisement for practices and ideologies which can be seen to lead to a global devaluation of the educational profession, and the bolstering of the view of the student as a customer. In this article, I want to disentangle these views and explore some limitations of either model of student-centered learning. To add context, I consider education in the United Arab Emirates (UAE) today, which provides an extreme example of the risks involved with prioritizing student’s self-identified needs and interests above all else, as in an idealized or exaggerated student-centered concept. I conclude with brief comments on amending the philosophical concept of student-centered learning to be useful in diverse contexts today. | - |
dc.language | eng | - |
dc.publisher | Routledge. The Journal's web site is located at http://www.tandfonline.com/action/journalInformation?show=editorialBoard&journalCode=rept20#.VcLUMofvrIV | - |
dc.relation.ispartof | Educational Philosophy and Theory | - |
dc.rights | Preprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI]. | - |
dc.subject | Freire | - |
dc.subject | neoliberalism | - |
dc.subject | outcomes-based education | - |
dc.subject | philosophy of education | - |
dc.subject | student-centered learning | - |
dc.subject | United Arab Emirates | - |
dc.title | Challenges to the Global Concept of Student-Centered Learning with Special Reference to the United Arab Emirates: ‘Never fail a Nahayan’ | - |
dc.type | Article | - |
dc.identifier.email | Jackson, EJ: lizjackson@hku.hk | - |
dc.identifier.authority | Jackson, EJ=rp01633 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/00131857.2014.901161 | - |
dc.identifier.scopus | eid_2-s2.0-84937522788 | - |
dc.identifier.hkuros | 229064 | - |
dc.identifier.volume | 47 | - |
dc.identifier.issue | 8 | - |
dc.identifier.spage | 760 | - |
dc.identifier.epage | 773 | - |
dc.identifier.isi | WOS:000356945200004 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0013-1857 | - |