Learning through reactions: The social designation of institutional cultural code-curricula

TY - CHAP

T1 - Learning through reactions

T2 - The social designation of institutional cultural code-curricula

AU - Hasse, Cathrine

PY - 2007

Y1 - 2007

N2 - Universities can from the student?s point of view be seen as places of learning an explicit curriculum of a particular discipline. From a fieldwork among physicist students at the Niels Bohr Institute in Denmark, I argue that the learning of cultural code-curricula in higher educational institutions designate in ambiguous ways. I argue claim that students also have to learn institutional cultural codes, which are not the explicit curricula presented in textbooks, but a socially designated cultural code-curricula learned through everyday interactions at the university institutes. I further argue that this code-curriculum is learned through what I shall term indefinite learning processes, which are mainly pre-discursive to the newcomer

AB - Universities can from the student?s point of view be seen as places of learning an explicit curriculum of a particular discipline. From a fieldwork among physicist students at the Niels Bohr Institute in Denmark, I argue that the learning of cultural code-curricula in higher educational institutions designate in ambiguous ways. I argue claim that students also have to learn institutional cultural codes, which are not the explicit curricula presented in textbooks, but a socially designated cultural code-curricula learned through everyday interactions at the university institutes. I further argue that this code-curriculum is learned through what I shall term indefinite learning processes, which are mainly pre-discursive to the newcomer

M3 - Book chapter

SN - 978-87-7684-217-8

SP - 193

EP - 215

BT - Body and Learning

A2 - Schilhab, Theresa

A2 - Juelskjær, Malou

A2 - Moser, THomas

PB - Danmarks Pædagogiske Universitets Forlag

CY - Kbh

ER -