Exploring Students' Metaphors for Learning in Western Sydney Schools

Autor/inn/en	McMahon, Samantha; Stacey, Meghan; Harwood, Valerie; Labib, Nada; Wong, Alexandra; Daniels-Mayes, Sheelagh
Titel	Exploring Students' Metaphors for Learning in Western Sydney Schools
Quelle	In: Critical Studies in Education, 64 (2023) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McMahon, Samantha) ORCID (Stacey, Meghan) ORCID (Harwood, Valerie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2021.1943476
Schlagwörter	Figurative Language; Foreign Countries; Learning Processes; Self Concept; Student Attitudes; Minority Group Students; Indigenous Populations; English Language Learners; High School Students; Low Income Students; Australia + Suchen Sie Ihr Suchwort? Ausland; Learning process; Lernprozess; Selbstkonzept; Schülerverhalten; Sinti und Roma; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Australien
Abstract	In both academic and policy spaces, learning is often cast as lifelong, dynamic, constructive and in particular, agentic. Despite this focus students' voices are rarely privileged in these spaces -- especially in policy. We respond to this oversight by deploying Foucault's theories of knowledge to explore how students understand themselves as learners, considering this alongside dominant political and academic discursive constructions of learning. Using a metaphor card approach, we explored metaphors for learning articulated by students in longitudinal focus group interviews. Conducted over a two-year period with 47 students from four Western Sydney schools, student metaphors for learning were diverse and wide-ranging, frequently reflecting strategic approaches to learning that aligned with requirements of high stakes exit exams. Significantly, student descriptions of themselves as exhausted, passive containers of impermanent learning were at odds with national and international policy and higher education constructions of learning as 'lifelong and agentic'. This contradiction raises critical questions about students' experiences of learning in schools, the role of teacher education, and re-direction of university equity programmes aimed at increasing access and participation for educationally marginalised students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01