Scrutinising the Process of Adaptation to the European Higher Education Area in a Spanish University Degree Using Power Analysis

Aristizábal, Alejandra Boni; Peris, Jordi; López, Estela; Hueso, Andrés

doi:10.2304/power.2009.1.3.319

Cited by 5 publications

(7 citation statements)

References 6 publications

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“…Educational goals, student profiles, contents, learning methodologies and assessment system were not discussed properly during its design process, and even employability perspectives had not been considered. In the end, the new curriculum focused only on instrumental skills and was designed by the most powerful departments in the School of Engineering Design (Boni et al, 2009). Thus, this is not only a question of what kind of knowledge is involved, but also a matter related to educational arrangements and institutional culture, all of which are shaped by power relations.…”

Section: Differences and Similarities Between The Two Learning Spacesmentioning

confidence: 99%

Enhancing pro-public-good professionalism in technical studies

Aristizábal

Calabuig-Tormo

2015

High Educ

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In a university environment dominated by a traditional way of understanding knowledge, we argue that it is possible and necessary to foster capabilities among engineering students. Capabilities are understood as reasoned and substantive freedoms to lead the kind of life that people value, within a framework of respect for the core values of human development. In this sense, enhancing capabilities means fostering pro-public-good professionalism.With insight from an interview study conducted at the Universitat Politécnica de Valéncia, in Spain, we will argue how formal and informal spaces have the potential to foster capabilities such participation, commitment, empathy, intercultural respect, critical thinking and selfreflexivity. These kinds of learning could be understood as a mixture of Procedural Know-how and Personal know how (Muller in this issue); as we will discuss in the last part of this paper, this kind of knowledge is difficult to assimilate within the framework of the terminology of skills and competences. Some recommendations for a capability oriented curriculum are presented in the final section.

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Section: Differences and Similarities Between The Two Learning Spacesmentioning

confidence: 99%

Enhancing pro-public-good professionalism in technical studies

Aristizábal

Calabuig-Tormo

2015

High Educ

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“…The Bologna Process is arguably orientated in the same direction. For example, the case study by Boni et al . (2009) highlights the difficulties and power imbalances in curriculum design at degree level in the European Higher Education Area.…”

Section: Curriculum In Higher Educationmentioning

confidence: 99%

Universities and a Human Development Ethics: a capabilities approach to curriculum

Walker

2012

Euro J of Education

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This article takes up the challenge of curriculum change in relation to the contested purposes of universities. It argues for an expansive, public good understanding, rather than the thin market exchange norms which currently drive higher education policies. The paper suggests that a human capital approach to curriculum is then insufficient to capture the full range and potential of a university curriculum. Instead, an approach to curriculum based on human development and capabilities formation is advanced as offering a richer perspective on what it means to be human and hence on the kinds of graduates universities should educate. Some implications for teaching, learning and assessment are outlined and a framework to design and operationalise a human development approach to curriculum is proposed.

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“…Hidden power, as its name suggests, often proves to be a hard one to define or to locate, and its meaning might change depending on the context in question 14 . 10 Boni, A.; Peris, J.; Lopez, E. and Hueso, A. (2009) 14 Understanding the invisible form of power also poses a challenge for many power analysis participants.…”

Section: Unpacking Hidden Powermentioning

confidence: 99%

Untitled

2012

IDS Working Papers

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SummaryThe Working Paper aims to contribute to a growing pool of experience of applying power analysis for improving social activism and organisational practice. Over the last decade, an increasing number of practitioners, researchers, NGOs, trusts and development agencies have introduced power frameworks and methods of power analysis into processes of context analysis, programme development and monitoring and evaluation. Power has been examined and addressed in relation to a vast range of development, human rights and social justice issues from women's empowerment to economic justice and from local governance to HIV/AIDS. Power analysis processes have taken place from the UK to Colombia and from Indonesia to Sierra Leone with much innovation in methods and approaches for introducing ways of examining power with community members, grassroots leaders, NGO staff and donors.This practice paper brings together in a single review documented experiences of applying power analysis for social change. The paper draws emerging lessons from this growing stream of practice by looking across the actors, organisations and methodologies involved in power analysis in a diverse range of contexts and issues. It reviews a significant number of case studies, reports and other documents with particular emphasis on the Powercube framework and related concepts, and provides reflections on the usefulness of these power frameworks and concepts in relation to four areas of application: 1) context analysis; 2) strategy and action; 3) monitoring and evaluation; and 4) facilitation and learning. It further aims to facilitate learning and sharing both between experienced practitioners and newcomers to power analysis and to this end, it provides an annotated list and table of all documents reviewed. Finally, the paper highlights some challenges lying ahead for power analysis and invites the reader to contest emerging lessons and embark on new explorations from which more nuanced and contextualised reflections will emerge. Keywords: Powercube, power analysis, context analysis, strategy and programming, facilitating and learning, empowerment strategies, social change Maro Pantazidou has worked as a facilitator and mentor for learning processes supporting grassroots organisations to introduce power analysis into their work. She holds an MA in Power, Participation and Social Change from IDS where she also worked with the PPSC team as a co-facilitator of the workshop 'Understanding Power -methods for facilitating, learning and analysis' which sparked the initiation of this review. She is currently coordinating the PowerHouse, an online community on power analysis, working on learning processes with migrant and refugee organisations in the UK and doing research on participation and citizen action.4

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Scrutinising the Process of Adaptation to the European Higher Education Area in a Spanish University Degree Using Power Analysis

Cited by 5 publications

References 6 publications

Enhancing pro-public-good professionalism in technical studies

Enhancing pro-public-good professionalism in technical studies

Universities and a Human Development Ethics: a capabilities approach to curriculum

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