Abstract
The current climate of higher education, with its emphasis on academic outputs, encourages instrumental attitudes to education among both teachers and learners. As a teacher, however, I desire more than the narrowly academic development of my students. This paper argues that a shared set of unexamined norms and values about the constitution of the ‘academic’ can allow both teachers and learners to collude in the avoidance of difficult political and social issues. The argument is grounded in my experience of teaching a module that uses shocking and politically controversial material to illustrate and communicate social psychological ideas. My reflection on this experience has raised a number of issues that point to the central role of emotion and critical self-reflection in producing outcomes that are academically and morally desirable.
Published Version
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 call