Pedagogical discourses in Bhutanese upper secondary schools

Bidragets oversatte titel: Pædagogiske diskurser i det Bhutanesiske skolesystem

Hanne Dauer Keller, Karma Utha

Publikation: Bidrag til tidsskriftKonferenceartikel i tidsskriftForskningpeer review

Resumé

In this article we analyze and discuss the pedagogical discourse of the Bhutanese school system in order to reflect on the question of which kinds of learning and competencies the school system creates and to what degree these match the dynamic demands of a changing society. We distinguish between two pedagogical discourses in our analysis of the Bhutanese school system: The traditional cognitive learning discourse and an alternative, experience-based discourse. The theoretical framework is then used in our analysis of empirical data from classroom observations and semi-structured interviews. Based on an analysis of the dominant teaching discourse we conclude on the pitfalls concerning the learning and competence development of the students and the development of society.
OriginalsprogEngelsk
TidsskriftKnowledge Cultures
ISSN2327-5731
StatusAfsendt - 2017

Citer dette

Keller, H. D., & Utha, K. (2017). Pedagogical discourses in Bhutanese upper secondary schools. Manuskript afsendt til publicering.
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Pedagogical discourses in Bhutanese upper secondary schools. / Keller, Hanne Dauer; Utha, Karma.

I: Knowledge Cultures, 2017.

Publikation: Bidrag til tidsskriftKonferenceartikel i tidsskriftForskningpeer review

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AB - In this article we analyze and discuss the pedagogical discourse of the Bhutanese school system in order to reflect on the question of which kinds of learning and competencies the school system creates and to what degree these match the dynamic demands of a changing society. We distinguish between two pedagogical discourses in our analysis of the Bhutanese school system: The traditional cognitive learning discourse and an alternative, experience-based discourse. The theoretical framework is then used in our analysis of empirical data from classroom observations and semi-structured interviews. Based on an analysis of the dominant teaching discourse we conclude on the pitfalls concerning the learning and competence development of the students and the development of society.

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