 |
customer@davidpublishing.com |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Pedagogy in Bangladeshi Private Universities: Context, Culture, and Confusion
Manzurul Mannan
Full-Text PDF
XML 1346 Views
DOI:10.17265/2159-5526/2016.09.003
Independent University, Dhaka, Bangladesh
Pedagogy teaches teachers how to teach, so that they may effectively teach students how to learn; it offers important training for teachers to transform students from mere parrots of information into challengers of and innovators of knowledge. Yet, while Bangladesh has had a long history of university teaching, pedagogy has hardly entered the imagination of university educators. At the university level, pedagogical training would address cultural hindrances to students’ advanced learning. Today’s teachers are yesterday’s students, with each generation being groomed in the same cultural patterns of learning that are continually repeated without examination. At the same time, the majority of faculties lack pedagogical methods for adjusting their teaching framework to accommodate the diversity of students’ worldviews to nurture knowledge progression in classroom settings. Importantly, students acquire cultural practices of rote learning and memorization by way of lectures and homework that parrots texts and lectures. Many faculties are unaware that the purpose of a university is to stimulate new ideas and knowledge, provoke assumptions, and teach and encourage critical thinking. The pedagogical challenge also derives from Bengali culture, from which teachers assume a hierarchical mindset and attitude that is counter-productive to students’ learning.
Culture, pedagogy, university, Bangladesh
Sociology Study, September 2016, Vol. 6, No. 9, 574-582
Ahsan, M. B. 2013. “Education Gangnam Style.” The Daily Star, February 8. Retrieved February 10, 2016 (http://www. thedailystar.net/).
Alam, G. M. 2009. “Marketing of Education in Bangladesh: An Overview on the Perspective of Business Philosophy and Ethics.” Bangladesh Education Article. Retrieved April 19, 2016 (http://www.bdeduarticle.com/education-and-finance/ 47-marketing-of-education-in-bangladesh-an-overview-on-the-perspective-of-business-philosophy-and-ethics).
Andaleeb, S. S. 2016. “Reimagining Academia for Students of the Future.” The Daily Star, January 16. Retrieved February 16, 2016 (http://www.thedailystar.net/).
Bartlett, L., M. Frederick, and T. Gulbrandsen. 2004. “The Marketization of Education: Public Schools for Private Ends.” Anthropology and Education Quarterly 33(1):5-29.
Davis, M. 1983. Rank and Rivalry: The Politics of Inequality in Rural West Bengal. Cambridge: Cambridge University Press.
EIU (Economist Intelligence Unit). 2014. High University Enrolment, Low Graduate Employment. Analysing the Paradox in Afghanistan, Bangladesh, India, Nepal, Pakistan and Sri Lanka. London: Economist Intelligence Unit.
Habib, W. B. 2015. “Poor Teaching Method Restrains Learners’ Skill. WB Study on Bangladesh Secondary Education Points out Limitations.” The Daily Star, March 8. Retrieved January 25, 2016 (http://www.thedailystar.net/).
Hall, R. H. N.d. Education, Hypermedia, and the World Wide Web. Web page for one of Hall’s courses. Retrieved (http:// web.mst.edu/~rhall/ed_psych/web.html).
HRS (Hart Research Associates). 2013. It Takes More Than a Major: Employer Priorities for College Learning and Student Success. An Online Survey Among Employers Conducted on Behalf of: The Association of American Colleges and Universities by Hart Research Associates April 10, 2013. Washington, D.C.: Hart Research Associates. Retrieved (http://www.aacu.org/).
Klotz, M.-L. 2014. “Higher Education in Bangladesh. Change Should Start With Syllabus.” The Daily Star, May 19. Retrieved February 12, 2016 (http://www.thedailystar.net/).
Maitrot, M. 2015. “Exploring Effectiveness and Impact: Think Tanks and University Relationships in South Asia: The Bangladesh Case.” In Think Tank and Universities Studies—Think Tank Initiative (pp. 1-54). Canada: IDRC—International Development Research Centre. Retrieved (http://opus.bath.ac.uk/).
Mannan, M. 2015. BRAC, Global Policy Language and Women. Transformation and Manipulation. Albany, USA: State University of New York (SUNY) Press.
Parsons, K. M. 2015. Message to My Freshman Students. Huffpost College. Retrieved February 20, 2016 (http://www. huffingtonpost.com/keith-m-parsons/message-to-my-freshman-st_b_7275016.html).
Razia, S. K., M. Mannan, M. Rahman, A. M. Kamal, and M. A. Khaleque. 2013. IUB Under the Lens: I Hardly Understand My University. Objective Achievement and Recommendation Committee (OARC), Independent University, Bangladesh.
Saila, P., A.-L. Riitaoja, and A. Kuusisto. 2016. “Thinking Multicultural Education ‘Otherwise’—From a Secularist Construction Towards a Plurality of Epistemologies and Worldviews.” Globalization, Societies and Education 14(1):68-86.
Siliconindia. 2013. “15 Nations Sending Highest Remittances to India.” Siliconindia News, May 21. Retrieved March 21, 2016 (http://www.siliconindia.com/news/business/15-Natio ns-Sending-Highest-Remittances-to-India-nid-147515-cid-3.html).
Wenglinsky, H. 1998. Does It Compute? The Relationship Between Educational Technology and Student Achievement in Mathematics. Educational Testing Service Policy Information Center Report. Retrieved April 14, 2016 (http:// www.ets.org/research/policy_research_reports/publications/report/1998/cneu).
Westbrook, J., N. Durrani, R. Brown, D. Orr, P. Pryor, J. Boddy, and F. Salvi. 2013. Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review. Department for International Development.