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Taylor, Carol (2012)
Publisher: Emerald
Languages: English
Types: Article

Purpose – The purpose of this paper is to discuss the Student Transitions and Experiences (STEP) project, in which visual and creative research methodologies were used to enhance student engagement.

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Design/methodology/approach – The article provides an overview of three main strands within the field of student engagement practice, and explores the STEP project as an instance of the “critical-transformative” strand. The article draws on recent theorizations by Kemmis et al. of practice architectures and ecologies of practice to propose an understanding of the STEP project as a practice “niche”.

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Findings – In thinking through some implications of student engagement as a practice architecture, the article sheds analytical light on student engagement as a specific and complex form of contemporary education practice. The later part of the article focuses on a consideration of phronesis and praxis in specific instances from the STEP project. Working with concepts from Barad, the article develops a conceptualization of the STEP project as an intra-active, entangled situated and particularistic practice of phronesis-praxis.

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Originality/value – This article aims to contribute to the development of theoretical and empirical understandings of the field of student engagement. It does so by providing insights into a recent empirical study; by developing some new theorisations of student engagement; and by a detailed exploration of specific instances of student engagement practice.

  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • About NSSE (2012) http://nsse.iub.edu/html/about.cfm, accessed 2nd January 2012.
    • Education, Vol. 36, No. 4, pp. 441 - 458.
    • Taylor, C. and Robinson, C. (2009) 'Student voice: Theorising power and participation', Culture, Pedagogy and Society, Vol. 17, No. 2, pp. 161 - 175.
    • Taylor, C., Bowers-Brown, T., Ellis, K., Davies, L., Hassan, H., Lund, S, and Young, H. (2009) 'Before and After: Using Participatory Research to Investigate Student Transitions to Higher Education', paper presented at the Institutional Research Conference, Sheffield Hallam University, 9th July 2009.
    • Thomas, G. (2010) Doing case study: abduction not induction, phronesis not theory, Qualitative Inquiry, Vol. XX, No. X, pp. 1 - 8.
    • Thomas, G. (2011) 'The case: generalization, theory and phronesis in case study', Oxford Review of Education, Vol. 37, No. 1, pp. 21 - 35.
    • Williams, R. (1977) Marxism and Literature, London, Oxford University Press.
    • Woodward, K. (2002) Understanding Identity, London, Arnold.
    • Zepke, N. and Leach, L. (2010) 'Beyond hard outcomes: 'soft' outcomes and engagement as student success', Teaching in Higher Education, Vol. 15, No. 6, pp.
    • Zyngier, D. (2008) '(Re)conceputalsing student engagement: doing education not time', Teaching and Teacher Education, Vol. 24, pp. 1765 - 1776.
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  • Discovered through pilot similarity algorithms. Send us your feedback.

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