Please use this identifier to cite or link to this item:
http://bura.brunel.ac.uk/handle/2438/17145
Title: | Reading, Engagement and Higher Education |
Authors: | Aldridge, D |
Keywords: | engagement;higher education;phenomenology;belonging |
Issue Date: | 2018 |
Publisher: | Informa UK Limited, trading as Taylor & Francis Group |
Citation: | Aldridge, D. (2019) 'Reading, engagement and higher education', Higher Education Research & Development, 38(1), pp. 38 - 50, doi: 10.1080/07294360.2018.1534804. |
Abstract: | © 2018 The Author(s). This article explores the close association between higher education and reading. I draw on the resources of literary studies to illuminate the phenomenon of educational ‘engagement’. I explore the accounts of reading offered in the phenomenological literary theory of Rita Felski and Marielle Macé and extend their ‘stylistics of existence’ into higher education to elaborate engagement’s ‘eventful’ character: it is not in the power of teacher or student to ‘bring about’ engagement. In place of pedagogical ‘method’, I demonstrate how Padraig Hogan’s treatment of education as the ‘courtship of sensibility’ is consistent with this phenomenological treatment of engagement. I am thus able to illustrate how engagement is in tension with instrumental approaches to teaching and learning. I conclude by offering an ethical relation of mutual belonging to subject matter as a corrective to the centrality of ‘knowledge’ in recent attempts to unify the different degrees and objects of engagement. |
URI: | https://bura.brunel.ac.uk/handle/2438/17145 |
DOI: | https://doi.org/10.1080/07294360.2018.1534804 |
ISSN: | 0729-4360 |
Appears in Collections: | Dept of Education Research Papers |
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