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Investigating the curriculum through assessment practice in higher education: the value of a 'learning cultures' approach

James, David 2013. Investigating the curriculum through assessment practice in higher education: the value of a 'learning cultures' approach. Higher Education n/a 10.1007/s10734-013-9652-6

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Abstract

It is widely acknowledged that the curriculum and knowledge in higher education (HE) are especially visible through (and often constructed by) assessment practices. If this is the case, it matters greatly what perspectives and theoretical tools are brought to bear on the task of understanding these practices. Having briefly set out three perspectives on assessment in HE (the technical, humanist and interactionist), this paper introduces a ‘learning cultures’ perspective, drawing upon the work of Bourdieu, developed as part of a recent research project on English Further Education. The application of this perspective in HE is introduced through a vignette outlining a recent assessment episode and notes on how it may be explored. The paper argues that whilst some contemporary work on HE assessment incorporates elements of a cultural perspective, there are potential practical benefits to a more thoroughgoing adoption of a ‘learning cultures’ approach.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
Uncontrolled Keywords: Assessment; Learning cultures; Bourdieu; Curriculum
Additional Information: Online publication date: July 2013.
Publisher: Springer
ISSN: 0018-1560
Last Modified: 04 Jun 2017 05:21
URI: http://orca.cf.ac.uk/id/eprint/51195

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