ARTICLE
Student resistance in the classroom—Functional-instrumentalist, critical-emancipatory and critical-functional conceptualisations
Ingo Winkler,
Irma Rybnikova,
Ingo Winkler
Department of Marketing and Management, University of Southern Denmark, Odense, Denmark
Search for more papers by this authorIrma Rybnikova
Department Lippstadt 2, Hamm-Lippstadt University of Applied Sciences, Hamm, Germany
Search for more papers by this authorIngo Winkler,
Irma Rybnikova,
Ingo Winkler
Department of Marketing and Management, University of Southern Denmark, Odense, Denmark
Search for more papers by this authorIrma Rybnikova
Department Lippstadt 2, Hamm-Lippstadt University of Applied Sciences, Hamm, Germany
Search for more papers by this authorAbstract
enThe paper provides a systemic literature review and a typology of texts that discuss student resistance in the classroom in Higher Education. Analysing 134 empirical and conceptual studies published between 1988 and 2018 for how student resistance is conceptualised, this review identifies three approaches: functional-instrumentalist, critical-emancipatory and critical-functional. Presenting the three approaches in more depth, the article points to the main tenets, like supposed reasons for and suggested ways of handling student resistance. In the final part of the analysis, the paper discusses the typology in light of the current institutional background of Higher Education, including the managerial university and ambivalences of critical education. Finally, the article offers future research directions.
Abstrakt
deDer Aufsatz bietet eine systematische Übersicht der Literatur, die den Widerstand von Studierenden in der Hochschulausbildung diskutiert. Es werden 134 empirische und konzeptionelle Studien analysiert, die zwischen 1988 und 2018 veröffentlicht wurden, um herauszufinden, wie die Literatur Widerstand von Studierenden konzeptualisiert. Dabei werden drei Ansätze identifiziert: funktional-instrumentalistisch, kritisch-emanzipatorisch und kritisch-funktional. Der Artikel stellt diese Ansätze vor, indem er deren wichtigsten Grundsätze erläutert, wie zum Beispiel vermutete Gründe von sowie vorgeschlagene Methoden für den Umgang mit studentischem Widerstand. Im letzten Teil des Artikels wird die Typologie im Lichte des aktuellen institutionellen Hintergrunds der Hochschulausbildung diskutiert; einschließlich der managerialen Steuerung von Universitäten und der Ambivalenzen der kritischen Bildung. Schließlich erörtert der Artikel zukünftige Forschungsrichtungen.
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