Teaching and learning: maps as metaphor

Kate Seymour

Teaching and learning: maps as metaphor

Kate Seymour

Research output: Book chapter/Published conference paper › Conference paper › peer-review

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Abstract

This paper provides a reflective account of a teaching experience which explores the connections between (academic) teaching, knowledge and identity. The narrative metaphor of ‘maps of meaning’, as discussed by White and Denborough (2005), is used as a framework for this discussion of ways of thinking about and reflecting on teaching practice. The role of the teacher in facilitating open and constructive dialogue, countering the polarised, ‘win-lose’ nature of public discourse, is a central theme.

Original language	English
Title of host publication	Enhancing higher education, theory and scholarship
Editors	Higher Education Research, Development Society of Australasia (HERDSA) (HERDSA)
Place of Publication	Milperra, NSW, Australia
Publisher	HERDSA
Pages	1-10
Number of pages	10
ISBN (Electronic)	0908557728
Publication status	Published - 2007
Event	Higher Education Research and Development Society of Australasia (HERDSA) Annual Conference - Adelaide, Australia, Australia Duration: 08 Jul 2007 → 11 Jul 2007

Conference

Conference	Higher Education Research and Development Society of Australasia (HERDSA) Annual Conference
Country/Territory	Australia
Period	08/07/07 → 11/07/07

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CSU264796Accepted author manuscript, 152 KB

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title = "Teaching and learning: maps as metaphor",

abstract = "This paper provides a reflective account of a teaching experience which explores the connections between (academic) teaching, knowledge and identity. The narrative metaphor of {\textquoteleft}maps of meaning{\textquoteright}, as discussed by White and Denborough (2005), is used as a framework for this discussion of ways of thinking about and reflecting on teaching practice. The role of the teacher in facilitating open and constructive dialogue, countering the polarised, {\textquoteleft}win-lose{\textquoteright} nature of public discourse, is a central theme.",

keywords = "Open access version available, Critical pedagogies, Knowledge, Teaching",

author = "Kate Seymour",

note = "Imported on 03 May 2017 - DigiTool details were: publisher = Milperra, NSW, Australia: HERDSA, 2007. editor/s (773b) = Higher Education Research and Development Society of Australasia (HERDSA); Event dates (773o) = 8-11 July, 2007; Parent title (773t) = Higher Education Research and Development Society of Australasia (HERDSA) Annual Conference. ISSNs: 1441-001X; ; Higher Education Research and Development Society of Australasia (HERDSA) Annual Conference ; Conference date: 08-07-2007 Through 11-07-2007",

year = "2007",

language = "English",

pages = "1--10",

editor = "Research, \{Higher Education\} and (HERDSA), \{Development Society of Australasia (HERDSA)\}",

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publisher = "HERDSA",

}

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N1 - Imported on 03 May 2017 - DigiTool details were: publisher = Milperra, NSW, Australia: HERDSA, 2007. editor/s (773b) = Higher Education Research and Development Society of Australasia (HERDSA); Event dates (773o) = 8-11 July, 2007; Parent title (773t) = Higher Education Research and Development Society of Australasia (HERDSA) Annual Conference. ISSNs: 1441-001X;

PY - 2007

Y1 - 2007

N2 - This paper provides a reflective account of a teaching experience which explores the connections between (academic) teaching, knowledge and identity. The narrative metaphor of ‘maps of meaning’, as discussed by White and Denborough (2005), is used as a framework for this discussion of ways of thinking about and reflecting on teaching practice. The role of the teacher in facilitating open and constructive dialogue, countering the polarised, ‘win-lose’ nature of public discourse, is a central theme.

AB - This paper provides a reflective account of a teaching experience which explores the connections between (academic) teaching, knowledge and identity. The narrative metaphor of ‘maps of meaning’, as discussed by White and Denborough (2005), is used as a framework for this discussion of ways of thinking about and reflecting on teaching practice. The role of the teacher in facilitating open and constructive dialogue, countering the polarised, ‘win-lose’ nature of public discourse, is a central theme.

KW - Open access version available

KW - Critical pedagogies

KW - Knowledge

KW - Teaching

M3 - Conference paper

SP - 1

EP - 10

BT - Enhancing higher education, theory and scholarship

A2 - Research, Higher Education

A2 - (HERDSA), Development Society of Australasia (HERDSA)

PB - HERDSA

CY - Milperra, NSW, Australia

Y2 - 8 July 2007 through 11 July 2007

ER -

Teaching and learning: maps as metaphor

Abstract

Conference

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