A Foucauldian Perspective on Using the Transparency Framework in Learning and Teaching (TILT)

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Author(s): Devi Akella (Albany State University, USA)
Copyright: 2022
Pages: 21
Source title: Integrating Transparency in Learning and Teaching (TILT): An Effective Tool for Providing Equitable Opportunity in Higher Education
Source Author(s)/Editor(s): Devi Akella (Albany State University, USA), Laxmi Paudel (Albany State University, USA), Nadeepa Wickramage (Albany State University, USA), Michael Rogers (Albany State University, USA)and Annalease Gibson (Albany State University, USA)
DOI: 10.4018/978-1-7998-9549-7.ch014

Keywords: Education / Higher Education / Information Science Reference / Instructional Design

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Abstract

Transparency in Learning and Teaching (TILT) demands educators inform their students what, where, and why they are expected to learn certain subjective content and how they will be assessed. This allows students to understand the relevance and usefulness of the subjective content covered in their classrooms and what they should do to perform better academically. Yet providing such detailed specifications can restrict students' abilities to be original, critical, and imaginative. Students are no longer able to think out of the box and go beyond current knowledge domains to create new information to transform societies. This chapter integrates the ideologies of Foucault's disciplinary power to deconstruct the totalitarian learning aspect hidden within the three-dimension transparency framework of TILT and how it may hinder the growth and development of students within higher education institutions.

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A Foucauldian Perspective on Using the Transparency Framework in Learning and Teaching (TILT)

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