Reflexive Pedagogy: Disciplinary Idioms as Resources for Teaching

Robert Garnett () and Lisa Vanderlinden ()
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Robert Garnett: Department of Economics, Texas Christian University
Lisa Vanderlinden: Department of Sociology and Anthropology, Texas Christian University

No 201106, Working Papers from Texas Christian University, Department of Economics

Abstract: Disciplinary models of learning such as ethnography (cultural anthropology) and market competition (economics) have received little attention in the burgeoning literature on “how teacher thinking shapes education” (Yero 2002). To mobilize the pedagogical potential of these disciplinary idioms, the authors draw from the path-breaking works of Palmer (1998) and Rowland (2006), the anthropological literature on teaching as ethnography, and their own experiences as teachers of cultural anthropology and economics to conceptualize a process they term reflexive pedagogy. Reflexive pedagogy – the deliberate cultivation of discipline-specific learning theories – encourages instructors to integrate the intellectual frameworks and identities of their teaching and scholarly lives and thus provides an effective vehicle for faculty dialogue and teacher development.

Keywords: reflexive; reflective; disciplinary; economics; anthropology; identity; integrity; epistemology (search for similar items in EconPapers)
Pages: 21 pages
Date: 2011-02
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http://www.econ.tcu.edu/RePEc/tcu/wpaper/wp11-05.pdf First version, 2011 (application/pdf)

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