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Abstracts |
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IS STUDENT ALIENATION IN POSTGRADUATE EDUCATION RELATED TO ACADEMIC ASSESSMENT?
Iain McPhee, Alison McEntee University of the West of Scotland United Kingdom Policies to
widen access have increased numbers of non-traditional students in
higher education institutions (HEIs), and a concomitant increase in
academic failure. Academic writing is a central aspect of assessment
considered essential for academic success. HEIs have been slow to
adapt to changes in student demographics, typically implementing
ability deficit approaches to supporting student learning locating
the “problem” with the student. This qualitative study applies
Marx’s (1844/1978) concept of alienation to explore students’
experiences of engagement with processes of written assessment.
Findings suggest that institutional deficit approaches ignore and/or
downplay interactions of wider structural factors that impact on
students’ experiences of self-alienation. |
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