Abstract
AbstractThis paper is based on research in a university department of Fine Art. It is an exploration of the ways in which learning takes place ‐ or fails to ‐ in the spoken interchanges between tutors and students known as ‘cross‐section crits’. The discussion draws on Harre's model of social and personal development and on a notion of argument to understand the place of shared knowledge and discourse, as well as conflict, in the construction of distinctive personal identity. Three examples of ‘crits’ are examined. These suggest insights into the culture of the fine art institution and offer implications for the role and conduct of talk and language in the teaching and learning process.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
