Teacher Im/material: academic teaching and the new pedagogics of instructional design

McWilliam, Erica L. & Taylor, Peter G. (1998) Teacher Im/material: academic teaching and the new pedagogics of instructional design. Educational Researcher, 27(2), pp. 95-105.


The authors critique the increasingly technologized teaching and learning environment of higher education. They argue that fresh pedagogical understandings are needed to inform thinking about instructional design.While the imperative to use communication technologies to increase learner access is laudable, the question of ‘access to what’ should also be addressed in all its complexity. Disparate terrains of new literature about teaching and learning, technology and corporeality can bring fresh perspectives to bear on the nature of pedagogical work. However such literatures are rarely brought together. In this paper the authors work across aspects of learning theory, critical theory and post structuralism to explore the question ‘access to what’. In so doing they raise important questions about the embodied nature of teaching and learning, and the potential of both ‘embodied’ and ‘disembodied’ teaching to produce and counter marginalization. The argument is that all decisions about the appropriateness of particular pedagogical practices must engage with such questions.

Impact and interest:

Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

906 since deposited on 06 May 2005
108 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 1046
Item Type: Journal Article
Refereed: Yes
Additional URLs:
ISSN: 0013-189X
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 1998 American Educational Research Association
Copyright Statement: Reproduced in accordance with the copyright policy of the publisher.
Deposited On: 06 May 2005 00:00
Last Modified: 09 Jun 2010 12:24

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page