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Approaching higher education with Didaktik: university teaching for intellectual emancipation
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.ORCID iD: 0000-0002-5079-9581
Mälardalen university.ORCID iD: 0000-0002-9518-4089
2019 (English)In: European Journal of Higher Education, Vol. 9, no 2, p. 190-202Article in journal (Refereed) Published
Abstract [en]

European higher education has been highly influenced by theBologna-process, entailing coordination and standardisation frompolicy to teaching practices. This led to increased demands onuniversity teachers. Courses in university pedagogy are requiredas part of competence development and have become decisivefor employment. Constructive Alignment has become a popularmodel, being in line with Bologna-process ideals. Emerging is aninstrumental view of higher education that risks excavatinguniversity pedagogy of its pedagogical dimensions and reducingthe autonomy of the university teachers with focus onstandardisation and emphasis on effective output.This paper proposes a Didaktik-approach to university pedagogy.We argue that Didaktik can help revive relational and emancipatoryelements of higher education. By viewing the relationship betweenteachers and students as a gathering around common interests, wemaintain that Didaktik emphasises teachers’ reflections regardingthe subject, the students, and other educational dimensions.

Place, publisher, year, edition, pages
Routledge , 2019. Vol. 9, no 2, p. 190-202
National Category
Didactics Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:uu:diva-358389DOI: 10.1080/21568235.2018.1515030OAI: oai:DiVA.org:uu-358389DiVA, id: diva2:1242392
Available from: 2018-08-28 Created: 2018-08-28 Last updated: 2019-04-28

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Magnússon, Gunnlaugur

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