The Future of Institutional Listening: Conversation in the Cracks of the University

Emile Bojesen

doi:10.6092/issn.1971-8853/11312

Authors

Emile Bojesen Education Studies and Liberal Arts, University of Winchester http://orcid.org/0000-0001-9905-2481
Emile Bojesen is Reader in Education and Faculty Head of Research and Knowledge Exchange in the Faculty of Education at the University of Winchester, as well as REF 2021 Unit of Assessment Lead for Education. Bojesen's research has been directed towards analysing the basic tenets of the humanist legacy in education, examining its contradictions and limits, as well as the extent of its capture of educational thought. Alongside his philosophical and historical research, Bojesen conducts research through compositional practice in sound.

DOI:

https://doi.org/10.6092/issn.1971-8853/11312

Keywords:

Higher Education, Online Education, Conversation, Listening

Abstract

Listening to students is not only often a deficiency in educational theory, but also for educational leaders, policy-makers, teachers, parents, and educational actors in society more broadly. This article outlines this problem while suggesting that educational conversations that occur "within" the context of institutions can afford particular benefits to their participants and the institutions themselves. Topics of interest specific to the institutional experience of individuals, including those that are highly critical of them, can be developed in non-linear and non-efficiency-orientated directions, in a manner that is both individualised and pluralistic.

References

Bojesen, E. (2019). Conversation as educational research. Educational Philosophy and Theory, 51 (6), 650–659. https://doi.org/10.1080/00131857.2018.1508995

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Schafer, R. M. (1992). A Sound Education: 100 Exercises in Listening and Sound-Making. Ontario: Arcana.

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The Future of Institutional Listening: Conversation in the Cracks of the University

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