While the work is praised for its depth—notably having been developed from a PhD thesis with contributions from critical realist pioneer Roy Bhaskar —it is primarily an academic text. It is best suited for researchers, postgraduate students, and practitioners interested in the intersection of philosophy and education. Go to product viewer dialog for this item.
The book uses the meta-theory of critical realism to explore how lecturers navigate their daily work within three contrasting higher education institutions in Emergent Pedagogy in England: A Critical Realis...
England. Sharar employs Margaret Archer’s morphogenetic approach to examine the "structure-agency" dynamic, identifying how institutional, national, and global forces shape—but do not entirely dictate—pedagogical practice. Key Insights While the work is praised for its depth—notably
Emergent Pedagogy in England: A Critical Realist Study of Structure-Agency Interactions in Higher Education The book uses the meta-theory of critical realism
: Sharar argues that pedagogic approaches are most distorted when they treat education as a commodity. This shift often prevents students from reformulating knowledge for themselves within their own disciplinary experiences.
: Despite the drive toward marketization and "performativity regimes" in higher education , lecturers utilize significant internal resources and personal agency to facilitate deep learning for their students.