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dc.contributor.authorGaston, Anjuen
dc.contributor.authorDuschinsky, Robbieen
dc.date.accessioned2020-08-05T23:30:34Z
dc.date.available2020-08-05T23:30:34Z
dc.identifier.issn0142-5692
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/308826
dc.description.abstractDrawing on the dramaturgical theory of Erving Goffman, this paper explores undergraduate students’ differing experiences of the Cambridge supervision system. Semi-structured interviews with fifteen undergraduate students were analysed to examine the dramaturgical demands of the supervision and students’ perceived abilities to meet these. Findings that suggest that female students and those from working-class backgrounds felt less able to deliver credible performances complicate the University’s celebratory account of the teaching system. The discussion draws out the relevance of these findings for scholarly literatures addressing student experiences of elite educational institutions, teaching practices in higher education and dramaturgical approaches to the exploration of power.
dc.publisherTaylor & Francis
dc.rightsAll rights reserved
dc.rights.uri
dc.titleStudents’ Experiences of the Cambridge Supervision System: Performance, Pedagogy and Poweren
dc.typeArticle
prism.publicationNameBritish Journal of Sociology of Educationen
dc.identifier.doi10.17863/CAM.55914
dcterms.dateAccepted2020-07-29en
rioxxterms.versionAM
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden
rioxxterms.licenseref.startdate2020-07-29en
dc.contributor.orcidDuschinsky, Robbie [0000-0003-2023-5328]
rioxxterms.typeJournal Article/Reviewen
cam.orpheus.counter27*
rioxxterms.freetoread.startdate2023-08-05


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