“There’s nothing standard about standards”: Exploring tensions between two standards documents in higher education
Bourke, Theresa & Carter, Jennifer (2016) “There’s nothing standard about standards”: Exploring tensions between two standards documents in higher education. Journal of Geography in Higher Education, 40(3), pp. 409-424.
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Quality in education at the tertiary level is constantly questioned, and increasingly “professional standards” are offered as the solution to the perceived decline in quality. Foucauldian archaeological analysis of teacher graduate and geography graduate standards in Australia is conducted, revealing tensions between the different document sets. Teacher graduate standards reflect two discourses (one of knowledge and understanding, and one of skills) that are anti-intellectual and based on jargon and formulaic prescriptions. In contrast, disciplinary standards give primacy to geography as an intellectual inquiry such that its knowledge and understanding, skills, and concepts lead to progressively higher order thinking in graduates.
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|Item Type:||Journal Article|
|Keywords:||Geography, Standards, Foucault|
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2015 Taylor & Francis|
|Deposited On:||17 Sep 2015 22:40|
|Last Modified:||16 Sep 2016 02:40|
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