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Accomplishing Change in Teaching and Learning RegimesHigher Education and the Practice Sensibility$
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Paul Trowler

Print publication date: 2019

Print ISBN-13: 9780198851714

Published to Oxford Scholarship Online: January 2020

DOI: 10.1093/oso/9780198851714.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 23 October 2021

Disciplines and the Generation of Teaching and Learning Regimes

Disciplines and the Generation of Teaching and Learning Regimes

Chapter:
(p.99) 5 Disciplines and the Generation of Teaching and Learning Regimes
Source:
Accomplishing Change in Teaching and Learning Regimes
Author(s):

Paul Trowler

Publisher:
Oxford University Press
DOI:10.1093/oso/9780198851714.003.0005

This chapter develops a theoretical understanding of how teaching and learning regimes come about—their genesis and their evolution. It begins with a discussion of the power of disciplines in conditioning practices in university departments, a strong theme in the literature. While disciplinary differences are often important in conditioning local cultures, other factors are also at play. The genesis of teaching and learning regimes is multi-causal, dynamic, contextually contingent, and conditioned by history and its selective deployment. These characteristics are illustrated through vignettes and case studies. This chapter sets the scene for the one which follows.

Keywords:   Academic disciplines, epistemological essentialism, history, backstories, university, higher education, local culture, teaching and learning regimes

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