Adorno in the classroom: how contesting the influence of late capitalism enables the integrated teaching of academic literacies and critical analysis and the development of a flourishing learning community.
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| Title: | Adorno in the classroom: how contesting the influence of late capitalism enables the integrated teaching of academic literacies and critical analysis and the development of a flourishing learning community. |
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| Authors: | Fox, John G., O’Maley, Pauline |
| Source: | Studies in Higher Education. Sep2018, Vol. 43 Issue 9, p1597-1611. 15p. |
| Subjects: | Capitalism & education, Adorno, Theodor W., 1903-1969, Student engagement, Learning, Teaching methods |
| Abstract: | We discuss how making the influence of late capitalism overt not only better enables the integration of academic literacies support and strengthens the development of critical analysis skills, but better enables students to actively participate in the construction of both knowledge and a vibrant, joyful learning community. Drawing on the work of the social theorist, Theodor W Adorno, enables students to challenge the treatment of anything - whether a word or a person - independently of its context. Adorno’s approach explores an object’s multiple connections to context by experimenting with varying combinations (or ‘constellations’) of concepts and discourses. His technique, applied in the analysis and critique of readings, whereby students using wall-to-wall whiteboards draw (and re-draw) constellations of their interpretations of those readings, enables them to actively engage in the construction of contextualised knowledge, and to develop their learning and professional identities, in playful, promising, creative ways. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | We discuss how making the influence of late capitalism overt not only better enables the integration of academic literacies support and strengthens the development of critical analysis skills, but better enables students to actively participate in the construction of both knowledge and a vibrant, joyful learning community. Drawing on the work of the social theorist, Theodor W Adorno, enables students to challenge the treatment of anything - whether a word or a person - independently of its context. Adorno’s approach explores an object’s multiple connections to context by experimenting with varying combinations (or ‘constellations’) of concepts and discourses. His technique, applied in the analysis and critique of readings, whereby students using wall-to-wall whiteboards draw (and re-draw) constellations of their interpretations of those readings, enables them to actively engage in the construction of contextualised knowledge, and to develop their learning and professional identities, in playful, promising, creative ways. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03075079 |
| DOI: | 10.1080/03075079.2016.1269314 |
