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dc.contributor.authorSharar, Bushra
dc.date.accessioned2018-08-16T00:18:02Z
dc.date.available2018-08-16T00:18:02Z
dc.date.issued2018-06-19
dc.identifier.citationSharar , B 2018 , ' How should we conduct ourselves? Critical realism and Aristotelian teleology : a framework for the development of virtues in pedagogy and curriculum ' , Journal of Critical Realism , vol. 17 , no. 3 , pp. 262-281 . https://doi.org/10.1080/14767430.2018.1484653
dc.identifier.issn1476-7430
dc.identifier.urihttp://hdl.handle.net/2299/20458
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis Group in Journal of Critical Realism on 19 June 2018, available online: https://doi.org/10.1080/14767430.2018.1484653. Under embargo until 19 December 2019.
dc.description.abstractFaced with the marketization of Higher Education in England, pedagogy is under pressure in ways that often undermine lecturers’ deeply held values. For instance, this pressure results in the reduction of significant aspects of teaching to narrow metrics and requires universities to operate within intrusive structures that subordinate their pedagogical aims to profit-orientated objectives. In this paper, I analyse the way that people can preserve their agency in this pedagogical context. I guide my analysis with a framework that combines critical realism with Aristotelian virtue ethics and MacIntyre’s ideas of qualities within human practices. I suggest the kinds of qualities that might assist faculty to preserve and advance rich pedagogical projects in the current circumstances. Finally, I use a critical realist morphogenetic approach to argue that people may be able to resist losing their way when faced with ubiquitous performativity regimes.en
dc.format.extent891498
dc.language.isoeng
dc.relation.ispartofJournal of Critical Realism
dc.subjectCritical realism
dc.subjectMacIntyre
dc.subjectpedagogy
dc.subjectperformativity
dc.subjectreflexivity
dc.subjectvirtue ethics
dc.subjectPhilosophy
dc.titleHow should we conduct ourselves? Critical realism and Aristotelian teleology : a framework for the development of virtues in pedagogy and curriculumen
dc.contributor.institutionEducation
dc.contributor.institutionSchool of Education
dc.description.statusPeer reviewed
dc.date.embargoedUntil2019-12-19
dc.identifier.urlhttp://www.scopus.com/inward/record.url?scp=85048784505&partnerID=8YFLogxK
rioxxterms.versionofrecord10.1080/14767430.2018.1484653
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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