uu.seUppsala University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Ethics, power and heterogeneity through the lens of literary fiction in the practice of educational development
Enheten för universitetspedagogik.
Enheten för universitetspedagogik.
Enheten för universitetspedagogik.
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Being a teacher in HE is truly intertwined with ethical issues. In our workshop, we would like to discuss how literary fiction might be used in teacher training in order to raise questions of power, interpretation and identification. We argue that fiction is valuable in at least four senses: Firstly, it might ease the dealing with ethically and emotionally delicate problems linked to pedagogical situations since "reality" is filtered by a literary text. Secondly, it promotes the ability to change perspectives and identify with others which is crucial for teachers who meet a diverse student group and need to reflect on their own privileges. Thirdly, fiction supports a deeper social understanding (Rosenblatt, 1995) - e.g. concerning who has access to HE and who has not - by including emotional and sensual dimensions that usually are not part of the academic discourse. Thus, fiction enhances experiences of transformative learning and self-reflection that teachers might convey to their students as well. Fourthly, the "complexity and variety revealed to us in literature" (Nussbaum, 1992) reflects the complex character of pedagogical situations that are hardly fully described by theories and models frequently used within educational development - such as deep- and surface strategies of learning, constructive alignment and different epistemological taxonomies. It has therefore the potential to counteract "dogmatic abstract treatises" and "reductive theories" (Nussbaum, 1992) by offering alternative and more open approaches. By giving examples from e.g. Virginia Woolf, Toni Morrison and Khuswant Singh, we hope to further explore these issues together with the workshop participants.

Place, publisher, year, edition, pages
2016.
Keyword [en]
educational development, fiction, ethics, inclusive teaching and learning
National Category
Educational Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:uu:diva-308871OAI: oai:DiVA.org:uu-308871DiVA: diva2:1051067
Conference
International Consortium for Educational Development (ICED 2016) Higher Education Teaching and Learning Association of South Africa (HELTASA 2016) Theme: Ethics, Care and Quality in Educational Development. 22-25 November. Cape Town.
Available from: 2016-11-30 Created: 2016-11-30 Last updated: 2016-12-02

Open Access in DiVA

No full text in DiVA

Search in DiVA

By author/editor
Wennerström Wohrne, MariaWickström, Johan
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 447 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf