I think Foucault also said that where there is power there is resistance - of which you speak, Ray.
But, as Sally just said, it is an interesting intellectual question nonetheless, just with dangerous overtones in these times.
To balance it, perhaps we could have a follow up article on what it would take to ensure that the principles of any PGCAP could become embedded over time in everyday institutional practice.
To view the terms under which this email is distributed, please go to:-As Foucault famously said, of course, discourse brings into being that of which it speaks.
What next - PGCAP in a tweet?
Sent from my iPad
On 17 May 2017, at 10:44, Ellis, Sam <[log in to unmask]> wrote:
Last week I was at the SEDA spring conference in Manchester. I attended Pam Parker’s thought-provoking session on conceptualising ‘teaching excellence’, during which I shared the following vignette:
“We’re about to make some structural changes to our PgC LTHE. I was chatting about this to a colleague [a lecturer in broadcast journalism], who said to me, ‘Imagine that instead of being eighteen months long, you needed to deliver your whole programme in one hour. What topics would you teach? What would be on your syllabus?’ I sat and thought about this for about ten minutes, before replying that I would spend half an hour on x and half an hour on y.”
I thought that this was a useful question. Now, I’m not going to reveal my x and y to you, because after the session Steve Outram suggested that I put the same question to the whole community, and then offer a write-up of your responses to Educational Developments.
An excellent idea! Here, then, is a one-question survey which invites you to share the topics you would place on the syllabus of a one-hour PGCAP. I look forward to reading your responses (for which thanks in advance).
Sam Ellis BA MPhil MA PhD SFHEA
Senior Lecturer in Academic Development
Department of Academic Quality and Development
Glasgow Caledonian University is a registered Scottish charity, number SC021474