Affect and ipsative approaches as a counter to Pedagogic Frailty: The guardian of traditional models of student success

Rattray, J.

doi:10.1080/07294360.2018.1494141

Affect and ipsative approaches as a counter to Pedagogic Frailty: The guardian of traditional models of student success

Rattray, J.

Authors

Professor Julie Rattray julie.rattray@durham.ac.uk
Professor

Abstract

In this article, I consider how the neoliberal discourses surrounding higher education have resulted in an increasingly risk-averse culture of learning and teaching. Students are frequently reluctant to engage with troublesome or challenging knowledge and academics are less likely to push learners into contested spaces or deviate from accepted pedagogical practices for fear of upsetting them. The consequence of this situation is that we potentially have a generation of graduates who lack the resilience to cope in the graduate market. Drawing on the notion of pedagogic frailty, consideration is given to how models of success, that are associated with high stakes, single-point assessment, might limit the development of positive affect in learners. I argue instead for a reconsideration of notions of success building on the principles of ipsative assessment as a means of supporting the development of affective attributes, such as resilience, optimism and hope, in an effort to ensure graduates are equipped for an uncertain future.

Citation

Rattray, J. (2018). Affect and ipsative approaches as a counter to Pedagogic Frailty: The guardian of traditional models of student success. Higher Education Research & Development, 37(7), 1489-1500. https://doi.org/10.1080/07294360.2018.1494141

Journal Article Type	Article
Acceptance Date	May 30, 2018
Online Publication Date	Jul 13, 2018
Publication Date	Nov 10, 2018
Deposit Date	Jun 21, 2018
Publicly Available Date	Jan 13, 2020
Journal	Higher Education Research and Development
Print ISSN	0729-4360
Electronic ISSN	1469-8366
Publisher	Taylor and Francis Group
Peer Reviewed	Peer Reviewed
Volume	37
Issue	7
Pages	1489-1500
DOI	https://doi.org/10.1080/07294360.2018.1494141

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Copyright Statement
This is an Accepted Manuscript of an article published by Taylor & Francis in Higher Education Research and Development on 13 Jul 2018, available online: http://www.tandfonline.com/10.1080/07294360.2018.1494141.