- Title
- The significance of conflicting discourses in a professional degree assessment in undergraduate fine art practice
- Creator
- Belluigi, Dina Z
- Subject
- To be catalogued
- Date Issued
- 2015
- Date
- 2015
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/482853
- Identifier
- vital:78695
- Identifier
- https://doi.org/10.1080/01596306.2015.1075961
- Description
- This paper expands on empirical research which revealed that, whether or not an institution's interpretative community was explicitly informed by outcomes-based assessment, the more powerful and implicit discourses that emerged in assessment practices were those of their professional practice and academic traditions. Tensions, between the emerging dominant discourses, had their roots in academic perspectives and traditions; professional practice(s) and ways of being; and the more recent educational development discourses. The significance of these tensions for the discursive positioning of staff and students is discussed, with suggestions made for possible ways to negotiate these problematics more purposefully.
- Format
- 12 pages
- Format
- Language
- English
- Relation
- Discourse: Studies in the Cultural Politics of Education
- Relation
- Belluigi, D. Z. (2015) ‘The significance of conflicting discourses in a professional degree: assessment in undergraduate fine art practice’, Discourse: Studies in the Cultural Politics of Education, 38(2), pp. 209–221. doi: 10.1080/01596306.2015.1075961
- Relation
- Discourse: Studies in the Cultural Politics of Education volume 38 number 2 209 221 2015 1469-3739
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor and Francis Online Terms and Conditions Statement (https://www.tandfonline.com/terms-and-conditions)
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Collections
Belluigi, Dina Zoe (Ms)
RU Centre for Higher Education Research, Teaching and Learning (CHERTL)
RU Department of Education
SDG 04. Quality Education
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|---|---|---|---|---|---|---|---|
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